Contextual Variance and Invariance in Self-Perceived Gender Typicality and Pressure to Conform to Gender Role Expectations

Autor/inn/en	Castellanos, Melisa; Saldarriaga, Lina; Lopez, Luz Stella; Bukowski, William M.
Titel	Contextual Variance and Invariance in Self-Perceived Gender Typicality and Pressure to Conform to Gender Role Expectations
Quelle	In: International Journal of Behavioral Development, 43 (2019) 4, S.305-308 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419844037
Schlagwörter	Sex Role; Gender Differences; Peer Relationship; Self Concept; Cross Cultural Studies; Measures (Individuals); Factor Analysis; Elementary School Students; Grade 4; Grade 5; Grade 6; Sexual Identity; Cultural Context; Social Behavior; Behavior Standards; Foreign Countries; Student Attitudes; Colombia; Canada (Montreal) + Suchen Sie Ihr Suchwort? Geschlechterrolle; Geschlechterkonflikt; Peer-Beziehungen; Selbstkonzept; Cultural comparison; Kulturvergleich; Messdaten; Faktorenanalyse; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechtsidentität; Sexuelle Identität; Social behaviour; Soziales Verhalten; Ausland; Schülerverhalten; Kolumbien
Abstract	Evidence of cultural comparisons of gender-identity-measurement scales is scarce. The present study aims to assess the scalar invariance of two dimensions of a widely used gender identity scale (Egan and Perry's Multidimensional Gender Identity Inventory) across two cultural contexts. Fourth, sixth, and fifth graders from Barranquilla (Colombia) and Montréal (Canada) (n = 351) completed an abbreviated, self-report revised version of Egan and Perry's scale. A Confirmatory Factor Analysis demonstrated that typicality and pressure to conform to traditional gender roles are distinct factors and tend to be stable over time. Furthermore, a multi-group comparison analysis showed that the measurement model did not vary significantly as a function of cultural context. Our study adds evidence to support the use of a reliable and valid measurement instrument that is invariant across cultural settings, to allow comparisons that do not depend on contextual variations in the assessment of gender identity during childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01