Effects of Gender Constancy Understanding, Perceptions of Figure's Sex and Size, and Gender Schematization on Preschoolers' Gender-Typing: Sometimes Big Girls Do Cry.

Autor/in	Levy, Gary D.
Titel	Effects of Gender Constancy Understanding, Perceptions of Figure's Sex and Size, and Gender Schematization on Preschoolers' Gender-Typing: Sometimes Big Girls Do Cry.
Quelle	(1991), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Body Height; Preschool Children; Preschool Education; Sex Differences; Sex Role; Sexual Identity; Social Cognition + Suchen Sie Ihr Suchwort? Körpergröße; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Geschlechtsidentität; Sexuelle Identität; Soziale Kognition
Abstract	This study examined the effects of children's understanding of gender constancy and their perceptions of differences in figures' sexes and relative body sizes on their attributions of gender-typed activities and characteristics. Interviews with 80 children between 3 and 6 years of age were conducted to ascertain the children's understanding of gender constancy. In a gender role attribution task, children were presented with drawings of a male and female figure of the same size, or two figures of the same sex but of different sizes. Children were then asked to identify which figure they thought would be most likely to engage in certain activities or act in a certain manner previously gender-typed as masculine or feminine. The results indicated that children attributed: (1) more masculine activities and characteristics to male than to female figures of the same size; (2) more masculine activities and characteristics to larger than to smaller male figures; (3) more feminine activities and characteristics to female than to male figures of the same size; and (4) more feminine activities and characteristics to larger than to smaller female figures. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC