Gender Development

Blakemore, Judith Elaine; Berenbaum, Sheri A.; Liben, Lynn S.

doi:10.4324/9780203889756

Cited by 179 publications

(308 citation statements)

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“…Girls classified as extremely masculine at age 3 were found to differ on a greater number of subscales at age 13 than were boys who had been classified as extremely feminine at age 3. This finding is in line with the greater variation in sex-typed behavior shown by girls than boys (Blakemore, Berenbaum, & Liben, 2009), which is thought to result, in part, from the greater social pressure placed on boys than on girls to conform to gender stereotypes (Lytton & Romney, 1991;Maccoby, 2002). The effect sizes for the contrasts for both girls and boys ranged from 0.38-0.46 and thus approached the medium range.…”

Section: Discussionsupporting

confidence: 77%

Continuity in Sex-Typed Behavior from Preschool to Adolescence: A Longitudinal Population Study of Boys and Girls Aged 3–13 Years

et al. 2011

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Sex-typed behavior was assessed at age 3 using the Pre-School Activities Inventory, and at age 13 using the Multidimensional Gender Identity Scale, in 54 masculine boys, 57 masculine girls, 75 feminine boys, 65 feminine girls, 61 control boys, and 65 control girls. At age 13, girls who had been masculine at age 3 felt less similar to other girls, were less content being a girl, and had greater self-efficacy for male-typed activities than control girls, and girls who had been feminine at age 3 had greater self-efficacy for female-typed activities. Boys who had been feminine at age 3 felt less similar to other boys and had lower self-efficacy for male-typed activities than control boys at age 13, and boys who had been masculine at age 3 felt more competent in agentic roles. Thus, sex-typed behavior at age 3 predicted sex-typed behavior at age 13. It was concluded that the degree of sex-typed behavior shown by preschool children is a good indicator of their degree of sex-typed behavior following the transition to adolescence.

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Section: Discussionsupporting

confidence: 77%

Continuity in Sex-Typed Behavior from Preschool to Adolescence: A Longitudinal Population Study of Boys and Girls Aged 3–13 Years

et al. 2011

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“…Although academic researchers, too, use anecdotes to illustrate scientific findings or topics or perhaps as inspirations to design studies to collect systematic data (e.g., Blakemore et al 2009; Hilliard and Liben 2010) they do not typically view those individual cases as providing compelling evidence on their own. Furthermore, academic researchers commonly point out the logical error of making post hoc, ergo propter hoc errors in which an event that follows an earlier event is inferred to have been caused by that earlier event.…”

Section: Professional Perspectivesmentioning

confidence: 98%

Probability Values and Human Values in Evaluating Single-Sex Education

Liben

2015

Sex Roles

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Around the globe, educational opportunities and outcomes have long varied in relation to student gender. Within the United States, a particularly intense and growing controversy concerns whether education should be delivered in single-sex contexts. This paper offers a broad framework for approaching this controversy. I review arguments made by historical and contemporary proponents of genderdifferentiated education, concluding that these reveal a foundational commitment to gender essentialism (rather than to gender constructivism more commonly embraced by critics of single-sex schooling). I suggest that different gender conceptualizations and different professional traditions affect the kind of data one collects, weighs, and reports. Gender conceptualizations also affect the valence assigned to the amplification or attenuation of gender differences in educational, career, or personal student outcomes. I then propose that other kinds of human values are also relevant to the controversy. Given that in justifying their position, advocates of single-sex public education have recently been focusing less on gendered brain differences and more on the expansion of educational choice, I focus especially on the value of choice. Using arguments paralleling those found in critiques of the U.S. charter-school movement, I suggest that decisions about school choice necessarily entail judgments about a range of goals and human priorities. I close by suggesting that a resolution of the controversy about single-sex education cannot be reached through empirical data alone, but will require discussions of gender conceptualizations, what constitutes evidence, ideal educational outcomes, and broader human values.

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“…This view is inconsistent with the common observation that children themselves frequently construct and endorse their own version of society's gender rules. (1993, p. 200) In the early 1980s, the notion of the schema was drawn from cognitive and cognitive-developmental theories to inform the study of children's gender development (see Blakemore et al 2009). As Bem (1983) defined the construct, BA schema is a cognitive structure, a network of associations that organizes and guides an individual's perception^(p. 603).…”

Section: Recognizing the Child As An Agent Of Gender Development: Genmentioning

confidence: 99%

Understanding and Undermining the Development of Gender Dichotomies: The Legacy of Sandra Lipsitz Bem

Liben

Bigler

2015

Sex Roles

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Sandra Bem has profoundly affected the ways that gender, gender roles, and gender development have been conceptualized and investigated by generations of scholars. Her legacy also offers an inspiring model of how academic scholarship can promote gender-egalitarian policy and practice. In our review, we identify four ways that Bem's work has shaped gender-development scholarship in general, and our individual and collaborative programs of research in particular. The empirical research and policy we discuss are drawn primarily from the United States, the context in which Bem worked and lived. We begin by describing Bem's analysis and critique of the societal practices that establish gender as a highly salient social category in the first place. We then outline her contributions to gender-schema approaches, including her conceptual work on gender-schema theories and her empirical work on the effects of gender schematicity on memory and selfsocialization. Next we review the parenting strategies Bem suggested and enacted as she attempted to raise gender aschematic, egalitarian children. In the closing section we reflect on Bem's lifelong commitment to connecting the spheres of social science research, personal life, and public policy. In addition to highlighting ways in which her work has already proven to be inspirational for our own and others' scholarship and action, we point to ways that it offers rich ideas for future research and action that may clarify gender-developmental processes and may further reduce the constraining effects of societal gender dichotomies on new generations of children.

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Gender Development

Cited by 179 publications

References 0 publications

Continuity in Sex-Typed Behavior from Preschool to Adolescence: A Longitudinal Population Study of Boys and Girls Aged 3–13 Years

Continuity in Sex-Typed Behavior from Preschool to Adolescence: A Longitudinal Population Study of Boys and Girls Aged 3–13 Years

Probability Values and Human Values in Evaluating Single-Sex Education

Understanding and Undermining the Development of Gender Dichotomies: The Legacy of Sandra Lipsitz Bem

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