Experienced and Expected Similarity to Same-Gender Peers: Moving Toward a Comprehensive Model of Gender Segregation

Abstract

Gender segregation is often explained by children being interested in interacting with other children who behave similarly to themselves. Children's beliefs about girls and boys (i.e., their gender cognitions) may also play a role in gender segregation, but this idea has received little attention. In this study, we proposed a model of gender segregation that included similarity on gender-typed behavioral qualities (e.g., rough and tumble play) and gender cognitions concerning perceived similarity to same-gender others, and we assessed whether this more comprehensive heuristic model predicted observed peer interactions in young U.S. children (n=74; M age = 51 m; middle-class families). A multi-method design was employed including observations of behavior and child reports of gender cognitions. Support was found for the linkages proposed in this comprehensive model for boys; partial support was found for girls. Specifically, the inclusion of gender cognitions was supported for both genders: gender cognitions about perceived similarity related to interactional partner choices for both girls and boys, and accounted for variance in observed partner choices even after behavioral similarity was included in the model. The traditional link concerning behavioral similarity on rough-and-tumble play predicted boys' but not girls' interactions. The findings extend knowledge about the role of social cognitions in social behavior, and are consistent with ideas proposed by gender schema theory and other constructivist theories.

Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

“…Consistent with these theoretical predictions, previous research has found relations between self-perceived gender typicality and various gender-typed characteristics, including activity preferences, personality traits, and peer preferences (e.g., Egan & Perry, 2001;Martin et al, 2011). Several extant studies have found relations between gender typicality and gender-typed behaviors or characteristics, but there is some disagreement regarding the aspects of gender-typed attributes that are most relevant.…”

“…Work by Perry and colleagues indicated that low self-perceived gender typicality was particularly detrimental when low typicality occurred in conjunction with strong pressure to conform to gender norms (Carver et al, 2003;Egan & Perry, 2001;Yunger et al, 2004). Self-perceived gender typicality has also been linked to various aspects of peer interactions, such as preschool-aged children's peer choices (Martin, Fabes, Hanish, Leonard, & Dinella, 2011) and peer acceptance in childhood and adolescence (Drury, Bukowski, Saldarriaga, & Santo, 2009;Smith & Leaper, 2006).…”

“…Some support for this notion comes from work by Martin et al (2011), who found that, for boys, self-perceived gender typicality was positively related to time spent playing with boys and negatively related to time spent playing with girls, whereas for girls self-perceived gender typicality was positively related to time spent playing with girls, but unrelated to time spent playing with boys.…”

Selection patterns, gender and friendship aim in classroom networks

“…Perhaps perceived (i.e., experienced) similarity in school behavior would be a better predictor (cf. Martin et al 2011).…”

With Whom and Where You Play: Preschoolers' Social Context Predicts Peer Victimization

“…One of the most fundamental decisions in selecting play partners is whether to play with boys or girls, and most often children prefer same‐gender peers (Martin, ; Martin, Fabes, Hanish, Leonard, & Dinella, ). Children typically spend significantly more time with same‐gender than with other‐gender or mixed‐gender peers (groups that include at least one boy and one girl; e.g., Fabes et al., ; Martin & Fabes, ).…”