Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties;
however, researchers have yet to evaluate peers’ perceptions of problem behaviors to gain insight into the social correlates
of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem
behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age = 10.27; 53% female). Peer nomination methodology was used to assess participants’ classroom peer relationships, problem
behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to
gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced
higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased
risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results
further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for
withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential
short-term consequences of youth’s gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations
of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support
the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.