ERIC Number: ED324564
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Cognitive, Social, and Behavioral Correlates of the Gender Schema: Relations and Implications. [Revised].
Levy, Gary D.; Dykes, Karen C.
Over the last decade or so, researchers have started to describe some of the ways young children begin to acquire and apply certain gender-relevant concepts, constructs, and behaviors. Researchers are beginning to build developmental models detailing young children's acquisition of certain gender-typed behaviors and gender schema factors. The gender schema might be loosely defined as the many cognitive concepts and/or constructs associated with children's acquisition and use of gender-relevant information and their performance of gender-typed behaviors. This study examined behavioral correlates of the gender schema. Subjects were 47 preschoolers with either the mother or father of each child also participating (38 mothers, 9 fathers). Children were classified as younger with a mean age of 41.2 months, or older, with a mean age of 57.3 months. Children were interviewed individually and completed tasks assessing their gender-role in two categories: knowledge and flexibility. Older children demonstrated greater amounts of gender-role knowledge than the younger children. Younger and older children's amounts of gender-role flexibility also differed, with younger children demonstrating more flexibility than older children. Although younger and older children's patterns of masculine and feminine gender-typed behaviors did not differ significantly, boys' and girls' patterns did. A number of significant associations among boys' and girls' reported amounts/frequencies of gender-typed behaviors and aspects of their social environments were reported. Overall the results suggest that early gender-role development is a multidimensional and somewhat complicated construct, involving cognitive, behavioral, and social components. (ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Toledo Univ., OH.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Psychological Association (62nd, Chicago, IL, May 3-5, 1990).