Parental Socialization of Young Children's Play: A Short-Term Longitudinal Study

Eisenberg, Nancy; Wolchik, Sharlene A.; Hernandez, Robert; Pasternack, Jeannette

doi:10.1111/j.1467-8624.1985.tb00215.x

Cited by 18 publications

(20 citation statements)

References 11 publications

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“…After birth, adults rate newborn girls softer, more finely featured, and "beautiful, pretty, and cute" more frequently than newborn boys, even when the infants do not differ in weight, length, or Apgar score (Rubin, Provenzano, & Luria, 1974). Parents then purchase gender-stereotyped toys for their children prior to when children could express gender-typed toy preferences themselves (Pomerleau, Bolduc, Malcuit, & Cossette, 1990), and later parents encourage gender-typed play (Eisenberg, Wolchik, Hernandez, & Pasternack, 1985; Fisher-Thompson, 1993; Robinson & Morris, 1986). Thus, gender differences encourage different parental expectations and behaviors (girls talked to and boys touched: Lewis, 1972; Seavey et al, 1975), and adults’ gender labeling of children relates to how development is organized (Money & Erhart, 1965; Seavy et al, 1975).…”

Section: Parental Caregiving X Gendermentioning

confidence: 99%

Iv. Mothers’ and Fathers’ Parenting Practices With Their Daughters and Sons in Low‐ and Middle‐income Countries

Bornstein

Putnick

2016

Monographs Society Res Child

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Section: Parental Caregiving X Gendermentioning

confidence: 99%

Iv. Mothers’ and Fathers’ Parenting Practices With Their Daughters and Sons in Low‐ and Middle‐income Countries

Bornstein

Putnick

2016

Monographs Society Res Child

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“…That is, it is difficult for experimental exposure to counterstereotypic material to compensate for past exposure to differential distributions of men and women (and portrayals of men and women) in various activities and occupations, or to overcome past selective reinforcement for stereotypic behaviors by many parents, teachers, peers, and others (see, e.g., Eisenberg, Wolchik, Hernandez, & Pastemack, 1985;Fagot, 1974;Huston, 1983;Meece, 1987). That is, it is difficult for experimental exposure to counterstereotypic material to compensate for past exposure to differential distributions of men and women (and portrayals of men and women) in various activities and occupations, or to overcome past selective reinforcement for stereotypic behaviors by many parents, teachers, peers, and others (see, e.g., Eisenberg, Wolchik, Hernandez, & Pastemack, 1985;Fagot, 1974;Huston, 1983;Meece, 1987).…”

mentioning

confidence: 99%

The Role of Attitudes and Interventions in Gender-schematic Processing

Bigler¹,

Liben²

1990

Child Development

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Research on gender-schematic processing has shown that children often forget and/or distort counterstereotypic information. This process may in part explain the limited impact of past intervention efforts in which children were simply exposed to counterstereotypic information. Here we attempt to reduce schematic-processing distortions by first teaching children decision rules about occupational sorting based not on gender but rather on interests and skills. It was hypothesized that this intervention would lead to greater flexibility in children's beliefs about what men and women can do. Assuming this effect was found, the study was designed to provide an experimental test of the hypothesized relation between attitudes and memory that had been demonstrated only correlationally in previous research. As predicted, the experimental intervention with elementary school children led to a reduction of occupational stereotyping. Children's own occupational aspirations were not, however, significantly affected. Consistent with the hypothesized effect of attitudes on memory, children in the experimental intervention showed superior recall of counterstereotypic information in a later memory test. Results are discussed with respect to the utility of cognitive-developmental theory for planning and evaluating future interventions.

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“…According to this theory, parents (as well as other important socializing agents, including peers, teachers, and grandparents) participate in children’s gender socialization by differentially reinforcing their behavior (e.g., rewarding gender-stereotyped behavior; punishing gender-atypical behavior; Bussey & Bandura, 1999). Indeed, empirical work has found that boys whose parents respond more positively to their masculine behavior and less positively to their feminine behavior tend to show more masculine and less feminine behavior; parallel findings have been documented for girls (Eisenberg, Wolchik, Fernandez, & Pasternack, 1985; Hsu, 2005). If, as research suggests, LG parents value gender conformity in children less than heterosexual parents do (Sutfin et al, 2008), they may be less likely to engage in differential reinforcement, facilitating less gender-typed play.…”

Section: Theoretical Frameworkmentioning

confidence: 76%

Gender-typed behavior over time in children with lesbian, gay, and heterosexual parents.

Goldberg

Garcia

2016

Journal of Family Psychology

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The current longitudinal study examined patterns and predictors of parent-reported gender-typed play behavior in adopted boys and girls in lesbian, gay, and heterosexual two-parent families, across early childhood (Mage = 2.82 to 6.06 years). Specifically, using a sample of 181 couples (56 lesbian couples, 48 gay male couples, and 77 heterosexual couples), we examined parent reports of children’s gender-typed play behavior on the Pre-School Activities Inventory (PSAI; Golombok & Rust, 1993) at three time points (mean age = 2.82 years at T1, 3.93 years at T2, and 6.06 years at T3). Family structure variables (i.e., parents’ gender and sexual orientation; children’s gender and sibling status) were included as predictors. At T1, according to parent reports, children in lesbian-parent families had less gender-differentiated behavior (boys were less masculine, girls were less feminine) than children in heterosexual- and gay-parent families, whereas the degree of gender differentiation did not differ between heterosexual- versus gay-parent families. Findings from a Common Fate Growth Model (Ledermann & Macho, 2014) revealed that, regardless of family type, the parent-reported gender-typed behavior of boys, but not girls, significantly changed over time (i.e., boys’ behavior became more masculine). Our findings have implications for researchers who study gender development in children and adolescents, particularly those who are being raised by two mothers or two fathers.

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Parental Socialization of Young Children's Play: A Short-Term Longitudinal Study

Cited by 18 publications

References 11 publications

Iv. Mothers’ and Fathers’ Parenting Practices With Their Daughters and Sons in Low‐ and Middle‐income Countries

Iv. Mothers’ and Fathers’ Parenting Practices With Their Daughters and Sons in Low‐ and Middle‐income Countries

The Role of Attitudes and Interventions in Gender-schematic Processing

Gender-typed behavior over time in children with lesbian, gay, and heterosexual parents.

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