Recognizing the Centrality of Gender Identity and Stereotype Knowledge in Gender Development and Moving Toward Theoretical Integration: Reply to Bandura and Bussey (2004).

Martin, Carol Lynn; Ruble, Diane N.; Szkrybalo, Joel

doi:10.1037/0033-2909.130.5.702

Cited by 34 publications

(23 citation statements)

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“…It might be that these aspects of gender identity are core aspects of children’s gender development (Egan & Perry, 2001) that develop independently of parental influence. Cognitive development theorists argue that children integrate information about their gender from their wider social environment: they actively construct for themselves what it means to be a boy or a girl (Martin et al, 2004), and it seems that these processes develop independently of the family environment.…”

Section: Discussionmentioning

confidence: 99%

“…According to this theory, gender schemas (organized knowledge and beliefs about gender in the wider social environment) play an important role in gender development and children have an active role in acquiring these gender schemas (Martin, 2000). Children integrate information about their gender from their wider social environment, especially their peers, and actively construct for themselves, based on this information, what it means to be a boy or a girl (Maccoby 1998; Martin, Ruble, & Szykrybalo, 2004). …”

Section: Introductionmentioning

confidence: 99%

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Children’s Gender Identity in Lesbian and Heterosexual Two-Parent Families

Bos

Sandfort

2009

Sex Roles

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This study compared gender identity, anticipated future heterosexual romantic involvement, and psychosocial adjustment of children in lesbian and heterosexual families; it was furthermore assessed whether associations between these aspects differed between family types. Data were obtained in the Netherlands from children in 63 lesbian families and 68 heterosexual families. All children were between 8 and 12 years old. Children in lesbian families felt less parental pressure to conform to gender stereotypes, were less likely to experience their own gender as superior and were more likely to be uncertain about future heterosexual romantic involvement. No differences were found on psychosocial adjustment. Gender typicality, gender contentedness and anticipated future heterosexual romantic involvement were significant predictors of psychosocial adjustment in both family types.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Children’s Gender Identity in Lesbian and Heterosexual Two-Parent Families

Bos

Sandfort

2009

Sex Roles

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“…The evidence needed to resolve this controversy concerns whether behavior becomes increasingly gender typed with the onset of basic gender understanding, and recent findings have extended our knowledge of these fundamental issues. Much has been written about these topics and about the surrounding controversies (Bandura & Bussey 2004; Martin et al 2002, 2004); here, we provide an overview and update of the evidence.…”

Section: How Early Do Children Acquire Gender Concepts and Exhibit Prmentioning

confidence: 99%

Patterns of Gender Development

Martin

Ruble

2010

Annu. Rev. Psychol.

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452

252

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A comprehensive theory of gender development must describe and explain long-term developmental patterning and changes and how gender is experienced in the short term. This review considers multiple views on gender patterning, illustrated with contemporary research. First, because developmental research involves understanding normative patterns of change with age, several theoretically important topics illustrate gender development: how children come to recognize gender distinctions and understand stereotypes, and the emergence of prejudice and sexism. Second, developmental researchers study the stability of individual differences over time, which elucidates developmental processes. We review stability in two domains—sex segregation and activities/interests. Finally, a new approach advances understanding of developmental patterns, based on dynamic systems theory. Dynamic systems theory is a metatheoretical framework for studying stability and change, which developed from the study of complex and nonlinear systems in physics and mathematics. Some major features and examples show how dynamic approaches have been and could be applied in studying gender development.

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“…However, the two differ greatly in the significance attributed to early representations of gender categories (Perry et al, 1984). According to self socialization views, a milestone in gender development is children’s understanding that there are two gender categories and that they themselves belong to one of these categories: an achievement termed basic gender identity or self-labeling (Martin, Ruble, & Szkrybalo, 2004). According to this perspective, basic gender identity motivates and directs the development of sex-typed behaviors.…”

Section: Competing Theoretical Orientationsmentioning

confidence: 99%

The acquisition of gender labels in infancy: Implications for gender-typed play.

Zosuls

Ruble

Tamis-LeMonda³

et al. 2009

Developmental Psychology

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213

185

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Two aspects of children's early gender development -the spontaneous production of gender labels and sex-typed play -were examined longitudinally in a sample of 82 children. Survival analysis, a statistical technique well suited to questions involving developmental transitions, was used to investigate the timing of the onset of children's gender labeling as based on mothers' biweekly reports on their children's language from 9 through 21 months. Videotapes of children's play both alone and with mother at 17 and 21 months were independently analyzed for play with gender stereotyped and neutral toys. Finally, the relation between gender labeling and sex-typed play was examined. Children transitioned to using gender labels at approximately 19 months on average. Although girls and boys showed similar patterns in the development of gender labeling, girls began labeling significantly earlier than boys. Modest sex differences in play were present at 17 months and increased at 21 months. Gender labeling predicted increases in sex-typed play, suggesting that knowledge of gender categories might influence sex-typing before the age of 2.Keywords gender development; self-socialization; language development; play; sex differences A growing body of research in social and developmental psychology demonstrates that the salience of social categories and, in particular, the verbal labeling of social groups, affect perceptions of social category distinctions. Category labels signal the importance of categoryrelevant information and influence inferences made about social group members (e.g., Bigler, 1995;Diesendruck & haLevi, 2006;Gelman & Heyman, 1999;Katz & Seavey, 1973). From a developmental perspective, it is important to examine children's understanding of gender as Address for Correspondence: Kristina M. Zosuls, Psychology Department, New York University, 6 Washington Place, New York, NY 10003, E-mail: kmz205@nyu.edu. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript a social category because it is typically the first collective social identity that children learn and is associated with a range of stereotypes used by children and adults to make inferences about others . Even as early as preschool, children demonstrate knowledge of gender stereotypes (Martin, Ruble, & Szkrybalo, 2002), and use gender category information to make inferences about ambiguous behavior (Giles & Heyman, 2004). It is therefore important to ask: When do children first label gender categories? What are some consequences of this ability?In addition to visual cues, such as physical appearance, verbal labels might be important cues for learning social categories at a very young age (Baron, Dunham, Banaji, & Carey, 2007;Gelman, Taylor, & Nguyen, 2004). For instance, when parents use gender labels when they point out the actions of other people (e.g., "See that boy running fast!") rather than gender neutral labels (e.g., "child"), they make gender category information salient. Thus, an examination of childre...

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Recognizing the Centrality of Gender Identity and Stereotype Knowledge in Gender Development and Moving Toward Theoretical Integration: Reply to Bandura and Bussey (2004).

Cited by 34 publications

References 50 publications

Children’s Gender Identity in Lesbian and Heterosexual Two-Parent Families

Children’s Gender Identity in Lesbian and Heterosexual Two-Parent Families

Patterns of Gender Development

The acquisition of gender labels in infancy: Implications for gender-typed play.

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