Abstract
Gender segregation is often explained by children being interested in interacting with other children who behave similarly
to themselves. Children’s beliefs about girls and boys (i.e., their gender cognitions) may also play a role in gender segregation,
but this idea has received little attention. In this study, we proposed a model of gender segregation that included similarity
on gender-typed behavioral qualities (e.g., rough and tumble play) and gender cognitions concerning perceived similarity to
same-gender others, and we assessed whether this more comprehensive heuristic model predicted observed peer interactions in
young U.S. children (n = 74; M age = 51 m; middle-class families). A multi-method design was employed including observations of behavior and child reports
of gender cognitions. Support was found for the linkages proposed in this comprehensive model for boys; partial support was
found for girls. Specifically, the inclusion of gender cognitions was supported for both genders: gender cognitions about
perceived similarity related to interactional partner choices for both girls and boys, and accounted for variance in observed
partner choices even after behavioral similarity was included in the model. The traditional link concerning behavioral similarity
on rough-and-tumble play predicted boys’ but not girls’ interactions. The findings extend knowledge about the role of social
cognitions in social behavior, and are consistent with ideas proposed by gender schema theory and other constructivist theories.
to themselves. Children’s beliefs about girls and boys (i.e., their gender cognitions) may also play a role in gender segregation,
but this idea has received little attention. In this study, we proposed a model of gender segregation that included similarity
on gender-typed behavioral qualities (e.g., rough and tumble play) and gender cognitions concerning perceived similarity to
same-gender others, and we assessed whether this more comprehensive heuristic model predicted observed peer interactions in
young U.S. children (n = 74; M age = 51 m; middle-class families). A multi-method design was employed including observations of behavior and child reports
of gender cognitions. Support was found for the linkages proposed in this comprehensive model for boys; partial support was
found for girls. Specifically, the inclusion of gender cognitions was supported for both genders: gender cognitions about
perceived similarity related to interactional partner choices for both girls and boys, and accounted for variance in observed
partner choices even after behavioral similarity was included in the model. The traditional link concerning behavioral similarity
on rough-and-tumble play predicted boys’ but not girls’ interactions. The findings extend knowledge about the role of social
cognitions in social behavior, and are consistent with ideas proposed by gender schema theory and other constructivist theories.
- Content Type Journal Article
- Pages 1-14
- DOI 10.1007/s11199-011-0029-y
- Authors
- Carol Lynn Martin, School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287–3701, USA
- Richard A. Fabes, School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287–3701, USA
- Laura Hanish, School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287–3701, USA
- Stacie Leonard, School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287–3701, USA
- Lisa M. Dinella, School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287–3701, USA
- Journal Sex Roles
- Online ISSN 1573-2762
- Print ISSN 0360-0025