ERIC Number: ED081814
Record Type: Non-Journal
Publication Date: 1972-Dec
Reference Count: N/A
Boy-Girl Identity Task; Technical Report 1. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Emmerich, Walter; Goldman, Karla S.
As a measure of gender identity constancy, The Boy-Girl Identity Task was administered in both Year 1 and Year 2 of the ETS-Head Start Longitudinal Study. The instrument consists of two parallel tasks, each with five items. In Task I, a pricture and name of a girl and presented to the subjects. Items consist of hypothetical changes introduced by the examiner, in which the girl's motives, action, clothing, and hair style are modified to resemble these characteristics in boys. Task II is identical to Task I except that the stimulus is a boy. Constancy is indicated when subjects say that the stimulus remains a girl or boy, respectively, despite the changes suggested by the examiner. The stimuli are coloring-book-type ink drawings. The measure requires approximately five minutes to administer. In the Longitudinal Study, the 10 items did not constitute a homogeneous scale either in Year 1 or 2; therefore, their sum is not recommended as an index of gender identity constancy in this population during the preschool years. (For related documents, see TM 003 174, 176-198.) (DB)
Descriptors: Age Differences, Disadvantaged Youth, Educational Testing, Longitudinal Studies, Measurement Instruments, Preschool Tests, Research Reports, Sex (Characteristics), Sex Differences, Test Results, Tests, Visual Stimuli
Not available separately; see TM 003 174
Publication Type: N/A
Education Level: N/A
Sponsor: Child Development Services Bureau (DHEW/OCD), Washington, DC. Project Head Start.
Authoring Institution: Educational Testing Service, Princeton, NJ.