Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences

Weisgram, Erica S.; Fulcher, Megan; Dinella, Lisa M.

doi:10.1016/j.appdev.2014.06.004

Cited by 123 publications

(113 citation statements)

References 37 publications

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“…Given that these findings did not exactly match the label given by experimenters, these findings suggest that the given labels may not have been as salient to children compared to other studies using a similar approach (Bradbard et al 1986;Weisgram et al 2014) given that children were briefly given information about the toy stereotypes. These findings also suggest that although children were attending to the gender label given, they may have ignored it and instead based their stereotypes on their levels of interest as the personal pathway model and results from Study 1 would suggest.…”

Section: Preliminary Analysesmentioning

confidence: 46%

“…Prominent constructivist models of gender stereotyping include social cognitive theory (Bussey and Bandura 1999), cognitive developmental theory (Kohlberg 1966), and gender schema theory (Bem 1981;Martin and Halverson 1981). Gender schema theory, in particular, has generated a large amount of research across many domains of gender including the development of gender-typed interests in toys and gender stereotypes of toys (Martin et al 1995;Weisgram et al 2014). Martin and Halverson's (1981) gender schema theory (GST) argues that children are highly motivated to gather information from their environment (e.g., peers, media, parents) about gender due to the salience of gender in their lives and our society (also see Bem 1981;Bigler and Liben 2007).…”

Section: Constructivist Perspectives On Gender Stereotypesmentioning

confidence: 99%

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The Cognitive Construction of Gender Stereotypes: Evidence for the Dual Pathways Model of Gender Differentiation

Weisgram

2016

Sex Roles

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The dual pathways model of gender differentiation suggests two possible pathways that examine the relationships between gender-typed interests and gender stereotypes: (a) an attitudinal pathway model, which suggests that stereotypes may shape interests for gender-schematic children, and (b) a personal pathway model, which suggests that personal interests may lead to the construction of stereotypes that are in line with one's interests (Liben and Bigler 2002). In Study 1, the personal pathway model was tested by pres e n t i n g c h i l dr e n in t h e U n i t e d S t a t e s ( N = 5 1 , M age = 3.99 years-old) with novel toys and assessing the congruence between interests and stereotypes. Results indicated a significant relationship between personal interests and stereotypes such that higher levels of personal interest in toys were associated with more congruent gender stereotypes-stereotypes in which the children endorsed the belief that the toy was only for same-gender children or for both genders. In Study 2, the attitudinal pathway was tested by presenting children in the United States (N = 57, M age = 4.03 years-old) with novel toys that were labeled as "for boys" or "for girls." Results indicated that genderschematic children (those who endorsed higher levels of cultural gender stereotypes), but not gender-aschematic children (those who endorsed lower levels of cultural gender stereotypes) were more interested in toys labeled as for their gender than toys labeled as for the other gender. Thus, the results demonstrate that the pathways between these two constructs may be dependent on environmental information, individual differences in personal interest, and gender schematicity as predicted by the dual pathways model.

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Section: Preliminary Analysesmentioning

confidence: 46%

Section: Constructivist Perspectives On Gender Stereotypesmentioning

confidence: 99%

The Cognitive Construction of Gender Stereotypes: Evidence for the Dual Pathways Model of Gender Differentiation

Weisgram

2016

Sex Roles

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“…In this vain, females in this study outperformed males for all fine motor skills, whilst males outperformed females for the elements of gross motor skills involving catching and dribbling, as reported elsewhere (Sigmundson & Rostoft, 2003;Bala & Katić, 2009) These differences could be attributed to stereotyped practices both within the school and home environments that support physical activity and play practices that facilitate the development of certain movement skills. This could relate, for instance, to gender influence on the selection of toys for play (Weisgram et al, 2014), with toys traditionally associated with boys being more likely to include sports equipment, whereas toys traditionally associated with girls were more likely to include dolls, fictional characters, and furniture, among other items (Pomerleau et al, 1990). Gender-biased play preferences might also contribute to the differences in motor proficiency, with boys playing more physical games than girls (Lindsey & Mize, 2001).…”

Section: Discussionmentioning

confidence: 99%

Influences of gender and socioeconomic status on the motor proficiency of children in the UK

Morley

Till

Ogilvie

et al. 2015

Human Movement Science

132

119

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As the development of movement skills are so crucial to a child's involvement in lifelong physical activity and sport, the purpose of this study was to assess the motor proficiency of children aged 4-7 years (range= 4.3-7.2 years), while considering gender and socioeconomic status. 369 children (176 females, 193 males, aged = 5.96±0.57 years) were assessed for Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Co-ordination, Balance, Speed and Agility, Upper-Limb Co-ordination and Strength. The average standard score for all participants was 44.4 ± 8.9, classifying the participants towards the lower end of the average score. Multivariate analysis of covariance identified significant effects for gender (p<0.001) and socioeconomic status (p<0.001). Females outperformed males for fine motor skills and boys outperformed girls for catch and dribble gross motor skills. High socioeconomic status significantly outperformed middle and / or low socioeconomic status for total, fine and gross motor proficiency. Current motor proficiency of primary children aged 4-7 years in the UK is just below average with differences evident between gender and socioeconomic status. Teachers and sport coaches working with primary aged children should concentrate on the development of movement skills, while considering differences between genders and socioeconomic status.

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“…They play with "boyish" toys such as cars or tools increasingly often -even feminised versions of these toys are available, e.g. pink cars for toys (see Weisgram, Fulcher, & Dinella, 2014). However, letting boys engage in play associated with householding raises objections from adults.…”

Section: Małgorzatamentioning

confidence: 99%

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

Lipowska¹,

Lipowski²,

Pawlicka³

2016

Health Psychology Report

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health psychology report · volume 4(3), 6 original article background During childhood, parents are the first and most important individuals who form the base of the content of gender stereotypes in children. A parent's expectations about the extent a child's behaviour should be line with gender stereotypes also depends on the intensity of a parent's sexism. A parent's sexism may be exhibited in parental attitudes. Hence, in our study we analysed the relationship between parental ambivalent sexism and parental attitudes within dyads of mothers and fathers with a special focus on the role of the gender of both parents and children. participants and procedureTwo hundred and ninety-four couples of parents of fiveyear-olds (153 girls, 141 boys) participated. The Ambivalent Sexism Inventory (ASI) was used to measure levels of sexism, and the Parental Attitudes Scale (SPR) was used to assess parental attitudes. resultsIn terms of the profile of parental attitudes, regardless of the child's sex, mothers and fathers scored highest for inconsequent and demanding attitudes, and lowest for overprotective and autonomy attitudes. The child's sex is also not important for the overall levels of parents' sexism -fathers exhibit higher levels of hostile sexism in comparison to mothers. Only the mothers' education level is important for levels of sexism -women with higher education exhibited the lowest levels of hostile sexism. The child's sex moderates relationships between parents' sexism and parental attitudes. In the case of mothers of sons, the intensity of benevolent sexism is negatively related to overprotective and demanding attitudes. The more educated the mothers of sons, the more demanding they were. For fathers of sons, the inconsequence attitude increases under the influence of both hostile and benevolent sexism. Among fathers of daughters, hostile sexism strengthens the overprotective attitude, while levels of both benevolent and hostile sexism as well as education influence the autonomy attitude. conclusionsThe gender of both the parents and the child moderates the relationship between sexism and parental attitudes. The role of sexism in shaping the attitude of mothers towards sons is the most prominent -it seems that it guards the 'manliness' of young boys.

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Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences

Cited by 123 publications

References 37 publications

The Cognitive Construction of Gender Stereotypes: Evidence for the Dual Pathways Model of Gender Differentiation

The Cognitive Construction of Gender Stereotypes: Evidence for the Dual Pathways Model of Gender Differentiation

Influences of gender and socioeconomic status on the motor proficiency of children in the UK

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

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