1983
DOI: 10.2307/1129820
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The Development of Gender Understanding: Judgments and Explanations

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Cited by 30 publications
(32 citation statements)
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“…As described earlier, some of the previous studies have shown that a high level of gender understanding was positively related to preferences and knowledge, whereas other studies failed to find the same results. Some researchers have argued that the mixed results are due to methodological problems with the present measures (Bem, 1989;Huston, 1983;Siegal & Robinson, 1987;Stangor & Ruble, 1987;Wehren & De Lisi, 1983). Given the present findings, one would suspect that positive relations may be due to the influence of stability rather than to consistency.…”
Section: Discussionmentioning
confidence: 63%
“…As described earlier, some of the previous studies have shown that a high level of gender understanding was positively related to preferences and knowledge, whereas other studies failed to find the same results. Some researchers have argued that the mixed results are due to methodological problems with the present measures (Bem, 1989;Huston, 1983;Siegal & Robinson, 1987;Stangor & Ruble, 1987;Wehren & De Lisi, 1983). Given the present findings, one would suspect that positive relations may be due to the influence of stability rather than to consistency.…”
Section: Discussionmentioning
confidence: 63%
“…Secondly, the start of formal schooling is the period of time when children are developing the cognitive understanding that their gender is xed, and that it will always remain the same. Following Kohlberg (1966), relatively recent studies have provided evidence that children's understanding of the permanence of their gender group membership is gradually laid down between the ages of approximately 4 and 7 years (for example, Wehren & De Lisi, 1983;Leonard & Archer, 1989;Maccoby, 1990;De Lisi & Gallagher, 1991). The development of this understanding is likely to affect the child's behaviour, especially regarding choices of such things as toys, activities and playmates.…”
Section: An Illustration From the First Transition To Formal Schoolingmentioning
confidence: 99%
“…Kohlberg (1966) suggested that there is a 2-year lag between the time a child learns to self-label correctly and the time he or she learns to label others correctly according to social-conventional cues. In fact, although gender constancy for self and others are significantly correlated (e.g., Zucker, Bradley, Kuksis, et al, 1999), children evidence gender constancy for self earlier than they evidence gender constancy for others (e.g., Bem, 1989;Gouze & Nadelman, 1980;Marcus & Overton, 1978;Szkrybalo & Ruble, 1999;Wehrens & De Lisi, 1983) and especially for opposite-sex others (Leonard & Archer, 1989). For instance, Shields and Duveen (1986) found that although the majority of children aged 3½-5½ indicated that their own sex could not change, 80% of them thought that the gender of another child, shown to them in a figure drawing, could change with variations in external appearance (i.e.…”
mentioning
confidence: 99%