Kristina M. Zosuls

'It's not that we hate you': understanding children's gender attitudes and expectancies about peer relationships.

Widespread gender segregation, evident throughout elementary school, seems to imply that girls and boys have negative feelings and thoughts about one another, and classic theories of inter-group processes support this idea. However, research has generally overlooked childrens feelings and perceptions about gender-related interpersonal interactions. This paper investigates the nature of childrens attitudes about same- and other-gender peers, and explores how those attitudes relate to the expectancies and beliefs children hold about same- and other-gender peer interactions. Children (N= 98 fifth graders) completed questionnaires assessing their global liking of own- and other-gender peers (Yee & Brown, 1994), positive and negative attitudes about own- and other-gender peers, and outcome expectancies related to interacting with own- and other-gender peers. Results indicated that rather than being characterized by out-group negativity, childrens inter-group gender attitudes are best characterized by an in-group positivity bias. Childrens positive and negative affective attitudes were also significantly associated with outcome expectancies. In contrast, global liking of own- and other-gender peers was less predictive of outcome expectancies. Thus, the greater specificity of the affective attitude measures appeared to be a more predictive and potentially fruitful gauge of childrens feelings about own- and other-gender peers. Results are discussed in terms of the need for finer grained and more extensive studies of childrens gender-related feelings and cognitions about own- and other-gender peers.

Gender identity and adjustment: Understanding the impact of individual and normative differences in sex typing

The relationship among gender identity, sex typing, and adjustment has attracted the attention of social and developmental psychologists for many years. However, they have explored this issue with different assumptions and different approaches. Generally the approaches differ regarding whether sex typing is considered adaptive versus maladaptive, measured as an individual or normative difference, and whether gender identity is regarded as a unidimensional or multidimensional construct. In this chapter, we consider both perspectives and suggest that the developmental timing and degree of sex typing, as well as the multidimensionality of gender identity, be considered when examining their relationship to adjustment.

Traits as dimensions or categories? Developmental change in the understanding of trait terms.

Recent research has suggested that young children have relatively well-developed trait concepts. However, this literature overlooks potential age-related differences in childrens appreciation of the fundamentally dimensional nature of traits. In Study 1, we presented 4-, 5-, and 7-year-old children and adults with sets of characters and asked them to indicate the preferences of a target character who shared appearance attributes with one character (appearance match) and shared a common trait with the other character (trait match). Traits were presented in a way that emphasized either their categorical or their dimensional nature. When the dimensional nature of trait terms was emphasized, the youngest children made fewer trait-based inferences, and the use of traits increased with age. In Study 2, we gave 4-year-old children and adults the same task except that the extent to which appearance cues could serve as a meaningful basis of judgment was varied. Results were consistent with the findings of Study 1, although children were more likely to rely on dimensional presentations of traits in the absence of strong appearance cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Meaning making in middle childhood: An exploration of the meaning of ethnic identity.

Social identity, including identification with ones ethnic group, is an important aspect of social development. However, little is known about the subjective meaning associated with social group memberships, particularly during middle childhood. Using second- and fourth-graders responses to an open-ended question, we explored the meaning of ethnic identity with a sample of Chinese, Dominican, Russian, White, and Black American children. Analyses revealed that middle childhood is an active period for meaning making as children described the ethnic identity to include ideas such as language, physical appearance, pride, relative social position, and culture. While there were few differences in the ethnic identity meaning responses of second- and fourth-grade children, the meaning of ethnic identity varied considerably across the ethnic groups underscoring how the unique features and experiences of different ethnic groups shapes the subjective meaning of ethnic identity. These findings align with prior research on the meaning of ethnic identity among adults and adolescents and offer insight for future research regarding the conceptualization and measurement of the meaning of social group membership.

Gender: Awareness, Identity, and Stereotyping

Gender is an extremely salient and important part of the way in which children’s social worlds are organized. Before they enter kindergarten, children have acquired a wide range of gender-related knowledge, including an understanding of themselves as members of a gender group and a variety of gender-stereotyped associations. As children develop, gender identity becomes important to the way in which children view and evaluate themselves. This article considers three types of gender knowledge (gender awareness, identity, and stereotypes), as well as how they develop in infancy and early childhood and relate to various behavioral and psychological outcomes.