Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
918577 | Journal of Experimental Child Psychology | 2009 | 20 Pages |
Abstract
This study provides an experimental test of the hypothesis that level of gender constancy understanding affects children’s sex typing. Preschool-age children (N = 62, mean age = 47 months) were randomly assigned to experimental lessons that taught that biological traits (including gender) are either fixed (pro-constancy condition) or mutable (anti-constancy condition). Posttests revealed that the lessons were effective; children in the pro-constancy condition showed higher gender constancy and appearance–reality distinction scores than did children in the anti-constancy condition. Sex typing did not, however, differ between treatment conditions at immediate and 3-month posttesting.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Andrea E. Arthur, Rebecca S. Bigler, Diane N. Ruble,