Mapping sex group stereotypes of elementary and high school students

Parish, Thomas S.; Bryant, William T.

doi:10.1007/bf00288385

Cited by 12 publications

(4 citation statements)

References 8 publications

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“…Although gender-based intergroup biases tend to decline with age (Carver et al 2003;Egan and Perry 2001;Parish and Bryant 1978;Powlishta et al 1994;Zalk and Katz 1978), previous researchers who have separated in-group favoritism from out-group derogation have observed greater age trends for in-group favoritism than for out-group derogation (Powlishta et al 1994;Zalk and Katz 1978). However, in those studies, children were forced to assign negative attributes to one of the genders.…”

Section: Future Research and Implicationsmentioning

confidence: 91%

“…They prefer same sex playmates (e.g., Maccoby 1988Maccoby , 1998, assign more positive attributions to their own gender and/or more negative attributions to the other gender (Albert and Porter 1983;Deschamps and Doise 1978;Kuhn et al 1978;Parish and Bryant 1978;Powlishta 1995a, b;Powlishta et al 1994;Silvern 1977;Yee and Brown 1994;Zalk and Katz 1978), and tend to distribute more resources to their gender than to the other gender (Yee and Brown 1994). Girls consistently have been found to display these biases to a greater extent than boys do (Carver et al 2003;Egan and Perry 2001;Powlishta 1995a, b;Powlishta et al 1994;Serbin et al 1993;Silvern 1977;Theimer et al 2001;Verkuyten and Thijs 2001;Yee and Brown 1994;Zalk and Katz 1978).…”

Section: Gender-based Intergroup Biasesmentioning

confidence: 99%

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Decoupling Children’s Gender-based In-Group Positivity from Out-Group Negativity

Susskind

Hodges

2007

Sex Roles

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In the current study we attempted to determine whether children's gender-based intergroup biases reflect positive attitudes toward the in-group and/or negative attitudes toward the out-group. Third through fifth grade children were asked to determine whether positive and negative traits described boys, girls, both genders, or nobody. This methodology allowed for separate evaluation of in-group favoritism and out-group derogation. Girls and children who perceived their gender as important viewed their in-group as having more positive than negative attributes and more positive and less negative attributes than the out-group. Boys and children who viewed gender as less important viewed both genders as having more positive than negative attributes. These results support Brewer's (Journal of Social Issues 55: [429][430][431][432][433][434][435][436][437][438][439][440][441][442][443][444] 1999) claim that in-group love and out-group hate are not reciprocally related.

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Section: Future Research and Implicationsmentioning

confidence: 91%

Section: Gender-based Intergroup Biasesmentioning

confidence: 99%

Decoupling Children’s Gender-based In-Group Positivity from Out-Group Negativity

Susskind

Hodges

2007

Sex Roles

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“…For example, Gettys and Cann (1981) found that children as young as 2½ to 3 years old were able to appropriately categorize occupations according to stereotypic notions held by adults. Extensive evidence of sex role stereotypes exists for elementary- and high-school-aged children as well (Cummings & Taebel, 1980; Parish & Bryant, 1978; Tryon, 1980). The tenacity of such stereotypes held by children has been demonstrated in a study in which first- and fourth-grade children selected male names or pictures for the physician and female names or pictures for the nurse, even though they had been asked to identify the male nurse and female physician from the videotape they had just viewed (Drabman et al, 1981).…”

mentioning

confidence: 99%

Comparison of the gender-linked language effect and sex role stereotypes.

Mulac¹,

Incontro²,

James³

1985

Journal of Personality and Social Psychology

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Orthographic transcripts of 6 male and 6 female adults' (aged 26-37 years) spontaneous oral descriptions of landscape photographs served as stimulus language samples. These were rated by 264 university students and 239 older nonstudents who used the Speech Dialect Attitudinal Scale (SDAS), a 12-item semantic differential. Ratings showed high reliability and yielded a consistent factor structure: Socio-Intellectual Status, Aesthetic Quality, and Dynamism. Transcripts were presented in four language/stereotype conditions: (a) gender-linked language effect only (speaker sex not identified), (b) language effect plus stereotype (speaker sex correctly identified), (c) sex role stereotype effect only (language effect nullified), and (d) language effect versus stereotype (speaker sex incorrectly identified). Multivariate analysis of variance results indicated that the gender-linked language effect and sex role stereotypes had operated independently. A correlation of the pattern of effects resulting from the gender-linked language effect with the pattern resulting from sex role stereotypes revealed a striking similarity (r = .93). The findings are discussed in terms of the effects' additivity and mutual reinforcement.A preliminary version of this article was presented at a meeting of the Speech Communication Association, Louisville, Kentucky, November 1982, under the title "A Comparison of Sex Role Stereotypes and the Gender-Linked Language Effect."We thank James J. Bradac and Daphne B. Bugental for their insightful comments on earlier versions of the manuscript.Requests for reprints should be sent to

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“…Alternatively, due to sex differences in play styles, the varying interests of boys and girls (the interest filter) may cause them to choose same-sex playmates, which in turn may lead children to develop attitudes that same-sex playmates are appropriate (Maccoby, 1998). However, the fact that children not only choose same-sex playmates, but also believe that their own sex has more positive and fewer negative characteristics and is generally better than the other sex (Deschamps & Doise, 1978;Glick & Hilt, 2000;Parish & Bryant, 1978;Powlishta, 1995a, in press;Powlishta et al, 1994;Powlishta & Vartanian, 1999;Serbin et al, 1993;Silvern, 1977;Yee & Brown, 1994) points out that gender attitudes contain more than a list indicating which objects, people, and events are appropriate for each sex. They also are affect-laden, containing information such as "boys have cooties.…”

Section: Gender Salience and The Importance Of Contextmentioning

confidence: 99%

Measures and Models of Gender Differentiation

Powlishta

2002

Monographs Society Res Child

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Even though there have been substantial changes over the past few decades in the sorts of occupations and activities that are performed by and considered appropriate for men and women in our society, children continue to hold stereotypical attitudes and preferences. Although attitudes typically become more flexible with age (Powlishta, Sen, Serbin, Poulin-Dubois, & Eichstedt, 2001), adults are prone to gender stereotyping as well. In fact, under some circumstances, adults' perceptions of others are more stereotypical than are children's (Powlishta, 2000). As Liben and Bigler point out in their intriguing and important Monograph, "popular American culture is filled with evidence that gender is a common and pervasive dimension on which human experience differs."Despite this pervasiveness, and despite the fact that "psychologists have made the study of gender differences a major focus of the discipline," there remain gaps in our understanding of how and why gender differentiation develops. In particular, little is known about how children's development of gender-based attitudes concerning others is related to their own sex-typed development, particularly in later childhood-a limitation that Liben and Bigler attribute in large part to a lack of reliable and comparable measures of the relevant constructs. One of the major contributions of their Monograph is the introduction of new measures designed to assess both children's and adults' attitudes about others and conceptions of themselves across multiple domains of sex typing, including occupations, activities, and traits. The second major contribution comes from highlighting the fact that there are two potential ways in which gendered attitudes about others and sex typing of the self may be related: Either attitudes about others guide the individual's own selection of behaviors, consistent with most traditional cognitively oriented theories of gender-role development (and reflected in the proposed attitudinal pathway 167

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Mapping sex group stereotypes of elementary and high school students

Cited by 12 publications

References 8 publications

Decoupling Children’s Gender-based In-Group Positivity from Out-Group Negativity

Decoupling Children’s Gender-based In-Group Positivity from Out-Group Negativity

Comparison of the gender-linked language effect and sex role stereotypes.

Measures and Models of Gender Differentiation

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