Shaping Cooperative Cross-Sex Play

Serbin, Lisa A.; Tonick, Illene J.; Sternglanz, Sarah Hall

doi:10.1111/j.1467-8624.1977.tb01249.x

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…The data were recoded in this manner and the frequency of same-sex coalitions and offers were submitted to a two-way ANOVA with sex of majority and sex-with-power as between group factors (again, same-sex triads could not be included in this analysis). Significant interactions were found for the number of same-sex coalitions Both boys and girls from 3 years to early adolescence are known to prefer same-sex playmates (3,7). Our results, however, suggest that gender may interact with other variables, such as social power, in influencing social organization.…”

Section: Resultscontrasting

confidence: 75%

Forming Cooperative Coalitions during a Competitive Game in Same-Sex and Mixed-Sex Triads

Leimbach

Hartup

1981

The Journal of Genetic Psychology

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Section: Resultscontrasting

confidence: 75%

Forming Cooperative Coalitions during a Competitive Game in Same-Sex and Mixed-Sex Triads

Leimbach

Hartup

1981

The Journal of Genetic Psychology

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“…For instance, when teachers provided reinforcement to preschool children who were seen playing with other-sex peers, the amount of crosssex play increased while the contingency was in effect. When the reinforcement was discontinued, the children quickly returned to baseline levels of segregated play (Serbin, Tonick, & Sternglanz, 1977). Because child care contexts provide opportunities for same-sex peer interactions to occur, these findings strongly hint that peer influences, particularly same-sex peer influences, represent important socializing agents for children in child care.…”

mentioning

confidence: 84%

Children at Play: The Role of Peers in Understanding the Effects of Child Care

2003

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Although the studies of the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (this issue) and of Watamura, Donzella, Alwin, and Gunnar (this issue) identify the potential of child care to affect children's adjustment, how these effects are produced remains unclear. In this commentary, it is argued that there is a need to expand child care research by considering one of the most important, but unrecognized, contributors to child care effects-peers. Research is reviewed that suggests that children's interactions in same-sex peer groups at child care affect their short- and long-term adjustment. We consider how research on early peer influences can inform the findings of the NICHD Early Child Care Research Network and Watamura et al. studies, aswell as contribute to the next generation of child care research.

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“…However, other studies by the same researchers (M. Lockheed & Harris, 1982) had reported previously that students in mixed-sex science groups expressed more positive attitudes toward cross-sex collaboration, showed a reduced level of sex stereotyping, and were less sexbiased in their perceptions of student competence than students with less cross-sex collaborative experiences. Other studies indicate a decrease in female achievement, academic and physical, when females are placed in mixed-sex groups (Weisfeld et al, 1983), or indicate that pupils actually develop negative attitudes about mixed-sex groups (M. Lockheed, 1984;Serbin, Tonick, & Sternglanz, 1977) or the need to devise special strategies to overcome these barriers (Fennema & Peterson, 1985;Fennema, Reyes, Perl, Konsin, & Drakenberg, 1980;Fennema, Wolleat, Pedro, & Becker, 1981).…”

Section: Cooperative Learningmentioning

confidence: 96%