Contextual Variations in Children's Perceptions of Their Peers as Gender Typical

Autor/inn/en	Bukowski, William M.; Castellanos, Melisa; Commisso, Melissa; Persram, Ryan; Lopez, Luz Stella
Titel	Contextual Variations in Children's Perceptions of Their Peers as Gender Typical
Quelle	In: International Journal of Behavioral Development, 43 (2019) 4, S.309-313 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419846427
Schlagwörter	Peer Relationship; Cultural Differences; Socioeconomic Status; Student Attitudes; Gender Differences; Case Studies; Grade 5; Grade 6; Elementary School Students; Cross Cultural Studies; Foreign Countries; Social Class; Middle Class; Self Concept; Scores; Gender Issues; Canada (Montreal); Colombia + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Kultureller Unterschied; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Geschlechterkonflikt; Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Cultural comparison; Kulturvergleich; Ausland; Social classes; Soziale Klasse; Mittelschicht; Selbstkonzept; Geschlechterfrage; Kolumbien
Abstract	Cultural and socioeconomic differences in children's perceptions of their peers as being typical members of the cis gender group were examined in a cross-sectional sample of 351 girls (N = 164) and boys from 19 fifth- and sixth-grade classrooms (M age = 11.5) in three primary schools in Montréal (N = 156) and two schools in Barranquilla. Multilevel modeling indicated that: (a) the overall level of perceived typicality was low; (b) boys perceived other boys to be more typical than girls, whereas girls perceived girls and boys to have the same level of typicality; (c) in Barranquilla perceptions of gender typicality were higher among upper-middle-class children than among lower-middle-class children, whereas no difference was observed with the children from Montréal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01