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The attainment of self-consistency through gender in young children

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The attainment of self-consistency through gender in young children. / Warin, Jo.
In: Sex Roles, Vol. 42, No. 3-4, 2000, p. 209-231.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Warin, J 2000, 'The attainment of self-consistency through gender in young children', Sex Roles, vol. 42, no. 3-4, pp. 209-231. https://doi.org/10.1023/A:1007039222998

APA

Warin, J. (2000). The attainment of self-consistency through gender in young children. Sex Roles, 42(3-4), 209-231. https://doi.org/10.1023/A:1007039222998

Vancouver

Warin J. The attainment of self-consistency through gender in young children. Sex Roles. 2000;42(3-4):209-231. doi: 10.1023/A:1007039222998

Author

Warin, Jo. / The attainment of self-consistency through gender in young children. In: Sex Roles. 2000 ; Vol. 42, No. 3-4. pp. 209-231.

Bibtex

@article{6a3d836d57f445dd9f93146dfb6db901,
title = "The attainment of self-consistency through gender in young children",
abstract = "This paper explores young children's motivation for gender-stereotypical preferences by comparing two theories, both based on Kohlberg's stages of cognitive understanding within the cognitive developmental tradition. The first, elaborated by Kohlberg, suggests that gender-stereotypical preferences are the result of the child's cognitive understanding of the constancy of their gender. The second theory suggests that it is precisely the lack of certainty of gender constancy that influences gender-stereotypical behavior. Data from a cross-sectional study of 100 children sampled during their first year of school, and longitudinal case studies of 10 children during the transition to school, are brought to bear on these two theories. The sample was drawn from a range of working class and middle class home backgrounds. The children were mainly White, with 6% Asian-Indian in the cross-sectional sample, and 1 Asian-Indian child in the longitudinal group. The study finds an association between gender-stereotypical behavior and the attainment of gender constancy, suggesting support for the first theory.",
author = "Jo Warin",
year = "2000",
doi = "10.1023/A:1007039222998",
language = "English",
volume = "42",
pages = "209--231",
journal = "Sex Roles",
issn = "1573-2762",
publisher = "Springer New York",
number = "3-4",

}

RIS

TY - JOUR

T1 - The attainment of self-consistency through gender in young children

AU - Warin, Jo

PY - 2000

Y1 - 2000

N2 - This paper explores young children's motivation for gender-stereotypical preferences by comparing two theories, both based on Kohlberg's stages of cognitive understanding within the cognitive developmental tradition. The first, elaborated by Kohlberg, suggests that gender-stereotypical preferences are the result of the child's cognitive understanding of the constancy of their gender. The second theory suggests that it is precisely the lack of certainty of gender constancy that influences gender-stereotypical behavior. Data from a cross-sectional study of 100 children sampled during their first year of school, and longitudinal case studies of 10 children during the transition to school, are brought to bear on these two theories. The sample was drawn from a range of working class and middle class home backgrounds. The children were mainly White, with 6% Asian-Indian in the cross-sectional sample, and 1 Asian-Indian child in the longitudinal group. The study finds an association between gender-stereotypical behavior and the attainment of gender constancy, suggesting support for the first theory.

AB - This paper explores young children's motivation for gender-stereotypical preferences by comparing two theories, both based on Kohlberg's stages of cognitive understanding within the cognitive developmental tradition. The first, elaborated by Kohlberg, suggests that gender-stereotypical preferences are the result of the child's cognitive understanding of the constancy of their gender. The second theory suggests that it is precisely the lack of certainty of gender constancy that influences gender-stereotypical behavior. Data from a cross-sectional study of 100 children sampled during their first year of school, and longitudinal case studies of 10 children during the transition to school, are brought to bear on these two theories. The sample was drawn from a range of working class and middle class home backgrounds. The children were mainly White, with 6% Asian-Indian in the cross-sectional sample, and 1 Asian-Indian child in the longitudinal group. The study finds an association between gender-stereotypical behavior and the attainment of gender constancy, suggesting support for the first theory.

U2 - 10.1023/A:1007039222998

DO - 10.1023/A:1007039222998

M3 - Journal article

VL - 42

SP - 209

EP - 231

JO - Sex Roles

JF - Sex Roles

SN - 1573-2762

IS - 3-4

ER -