Adults' attitudes about gender nonconformity in childhood

An Analogue Study Investigating Differential Parenting of Gender Conforming and Nonconforming Boys

Gender nonconforming children are at heightened risk for negative parenting interactions. This study investigated possible explanations for differences in parenting behaviors with gender conforming and nonconforming boys. A sample of 201 adults (43% women/57% men; 81% White, 10% Black/African American, 6% Multiracial, 3% Asian, and 1% American Indian or Alaska Native; and 7% Hispanic/Latinx) ranging in age from 20 to 74 years (M = 35.44, SD = 9.76) were presented two vignettes describing a gender conforming and nonconforming boy. Following each vignette, participants provided endorsements of parenting behaviors and reported their concern for that child's future. In addition, participants completed measures assessing their attitudes toward homosexuality and need for closure. Contrary to expectations, there were no significant differences in endorsements of physical discipline or positive parenting for the two boys. Participants did, however, report higher concern for the gender nonconforming boy's future. Individual differences in homonegativity were associated with greater endorsements of physical discipline toward the gender nonconforming boy, after accounting for endorsements of physical discipline toward the gender conforming boy. Further, higher concern for the gender nonconforming boy's future was associated with greater endorsements of physical discipline and lower endorsements of positive parenting, after accounting for endorsements of each behavior for the gender conforming boy as well as concern for their future. Intervention efforts to support the parent-child relationship for gender nonconforming boys may benefit from identifying and responding to both negative attitudes toward homosexuality and addressing motivations to change behavior resulting from concern for their child's future.

Comparing the Perceptions of Gender Norms among Adolescents with Different Sibling Contexts in Shanghai, China

Individuals' gender development is influenced by the characteristics of personal and contextual environments. However, the role of sibling contexts in shaping gender norms has rarely been studied among Chinese youth at early adolescence as most of them were the only child. The aim of this paper is to compare perceived gender norms among adolescents aged 10-14 with different sibling configurations, to help inform and tailor guidance for sexual and reproductive health education in the future. We used the Global Early Adolescent Study baseline data collected from Shanghai, China. The sample for analysis was 1615 students. We used univariate analysis and multivariate ordinal logistic regression to compare perceived gender-stereotyped traits and gender role attitudes, stratified by age and sex. The results showed that sibling context was more influential for boys than girls at early adolescence in their gender socialization process. Among boys those who were with mixed-sex siblings scored higher on gender-stereotyped traits (OR_{only-childvs. mixed-sex siblings} = 0.67, 95% CI: 0.48-0.94, p = 0.019; OR_{same-sex siblingsvs. mixed-sex siblings} = 0.59, 95% CI: 0.37-0.96, p = 0.033). Younger early adolescents aged 10-12 who were the only child or who had mixed-sex siblings perceived more traditional gender role attitudes than those living with same-sex siblings (OR_{only-childvs. same-sex siblings} = 1.71, 95% CI: 1.06-2.75, p = 0.028; OR_{mixed-sex siblingsvs. same-sex siblings} = 1.74, 95% CI: 1.03-2.94, p = 0.037). Comprehensive sexuality education with gender and power components being well addressed, both in and out of the family, is needed to provide extra gender-inclusive and gender-egalitarian environments for youth.

Differential Reactions to Male and Female Gender-Role Violations: Testing the Sexual Orientation Hypothesis

Previous research has found that gender-atypical males are evaluated more negatively than gender-atypical females. According to the sexual orientation hypothesis, this asymmetry in evaluations occurs because the feminine characteristics taken on by males when they violate gender roles are more closely tied to perceived sexual orientation than are the masculine characteristics of gender-atypical females. The current series of studies were designed to confirm the existence and generality of the asymmetry phenomenon (Study 1), the preconditions for testing the sexual orientation hypothesis (Study 2), and then to test the hypothesis itself (Study 3). Study 1 found that, as predicted, adults (N = 195, females = 97) displayed more intolerance of males than of females committing gender-role violations across a wide variety of characteristics within multiple domains, although the existence of asymmetry varied somewhat depending on the domain. Study 2 revealed that, as predicted, adults (N = 196, females = 117) believed that gender-role violations indicate homosexuality more so for males than for females overall and across all four domains studied (occupation, activity, trait, and appearance). Study 3 directly tested the sexual orientation hypotheses by examining the relationship between intolerance of specific gender-role violations (scores from Study 1) and the perceived homosexuality associated with those violations (scores from Study 2). Overall, there was a positive relationship between intolerance and perceived homosexuality, indicating that the more a given gender-role violation is thought to implicate homosexuality, the more negatively/less positively people tend to react to the violation, consistent with the sexual orientation hypothesis.

Children's bias in appraisals of gender-variant peers

Past research suggests that children have biased negative appraisals of gender-variant (GV) peers (i.e., peers who display behaviors/interests that do not align with gender stereotypes). In the current study, Canadian cisgender 4- and 5-year-olds and 8- and 9-year-olds (N = 183; 48.6% girls), who were ethnically diverse (36% White European heritage) and from mostly middle- to upper-income families, viewed vignettes depicting boys and girls as either gender-conforming (GC) or GV. Multiple measures gauged children's appraisals in various domains (i.e., friendship/social preference, popularity, happiness, imitation, and moral judgment). Children's bias against GV peers was modest. Children preferred peers who presented as the same gender and/or with same-gender-typed behaviors/interests. Compared with GC peers, GV peers were rated as less happy, and older children rated a GV boy as less popular. When juxtaposed with a previous study of Hong Kong children that used the same study design, there were several parallels in the patterns observed, but Canadian children had a weaker and less consistent pattern of bias against GV peers than children from Hong Kong. In addition, children from these two cultures showed discrepant patterns for certain aspects of appraisals (e.g., happiness, moral judgment). Overall, these findings inform age-, gender-, and cultural-related influences on children's appraisals of GV peers.

Boys' toys, girls' toys: An fMRI study of mothers' neural responses to children violating gender expectations

This study examined 1) mothers' neural responses to pictures of boys and girls who confirmed or violated social expectations regarding toy preferences, and 2) whether neural sensitivity to targets that violated gendered expectations interacted with mothers' gender stereotypes. In an event-related fMRI experiment, 23 mothers of a 2-6 year-old child viewed and evaluated pictures of boys or girls with their favorite toy. Next, mothers gender stereotypes about children's toys and behavior, and internal motivation to behave without prejudice were assessed. Several neural processes were underlying parents' responses to children's behavior that violates gender-role expectations. Brain regions involved in mentalizing or storage of social knowledge, understanding goal-directed behavior, behavioral control, and conflict monitoring were activated when viewing child targets that violated gender expectations. In these brain areas, increased neural responses to targets that violated traditional gender expectations were associated with more stereotyped expectations about boys' and girls' toys and behavior.

Early Adolescent Gender Development: The Differential Effects of Felt Pressure from Parents, Peers, and the Self

Most empirical research examining youth's gender development measures felt pressure to conform to gender norms using a composite value of felt pressure from multiple sources; however, because of the different socialization processes at work from parents, peers, and the self, analyzing these sources separately may elucidate different effects on gender development. Thus, the purpose of this study was to (a) differentiate the effects of perceived gender socialization pressure from parents, peers, and the self on early adolescents' own- and other-gender typicality, and (b) to examine whether a bi-directional relation between gender typicality and felt pressure is evident when distinguished across sources. With a sample of 212 early adolescents (54% girls; M_age = 11.11 years), felt pressure was found to be distinguishable by socialization source: adolescents' perceptions of parents, peers, and their own pressures were distinct, and each contributed differently to gender development. Pressure from self and peers were both found to relate concurrently to typicality (i.e., positively to own-gender typicality, negatively to other-gender typicality); only pressure from the self was found to have a longitudinal effect on adolescents' developing gender identity (i.e., an increase in own-gender typicality). Interestingly, other-gender typicality did not elicit higher felt pressure; in fact, it was negatively related to later felt pressure from the self, suggesting that adolescents may be developing self-acceptance of their levels of gender typicality. The findings suggest that the development of gender identity may involve a complex interplay with various sources of socialization pressures (e.g., parent, peers, self), and may further shift in relation to the adolescent's own levels of gender typicality.

Survey of Heteronormative Attitudes and Tolerance Toward Gender Non-conformity in Mountain West Undergraduate Students

Introduction

Heteronormative attitudes are prevalent in the United States and may contribute to discrimination against individuals who do not conform to traditional gender roles. Understanding the attitudes of undergraduate students is of particular interest as they may represent emergent societal views toward gender non-conformity.

Materials and Methods

We conducted an online survey of Mountain West college students between the ages of 18–24 years to assess perceptions of personal gender conformity using the Traditional Masculinity-Femininity Scale (TMF), endorsement of heteronormative beliefs using the Heteronormative Attitudes and Beliefs Scale (HABS), and explicit tolerance of gender non-conformity on a seven-point Likert Scale.

Results

The sample (n = 502) was 84% female and 78% white. Approximately 21% of respondents identified as a sexual minority and 36% identified as liberal or somewhat liberal (27% were conservative). The mean score on the TMF was 5.23 (95% CI: 5.15–5.32), indicating moderate levels of personal gender conformity. The mean HABS score was 3.31 (95% CI: 3.19–3.43), indicating relatively low endorsement of heteronormative attitudes. TMF and HABS scores were both highest in heterosexual males. Most respondents (73%) were taught traditional gender roles in their childhood home, and 89% had heard negative opinions about non-conformity. The majority (80.6%) of respondents reported that they know someone who displays non-conforming characteristics and 61% said that they associate gender non-conformity with homosexuality. Approximately, 7% reported they had bullied others for not conforming to their gender. Among heterosexuals, 13.6% reported they had been bullied for gender non-conformity as did 42.7% of LGBTQ-identified individuals. Nearly 1-in-4 (23.6%) believed that male cross-dressing is wrong. Nearly 1-in-5 (17.2%) agreed with the statement that those who dress or act like the opposite sex were more likely to be abused or neglected during their development.

Conclusion

Students reported relatively low endorsement of heteronormative attitudes and moderate levels of acceptance toward gender non-conforming persons. The sample may reflect shifting attitudes when compared with outside data sets.

The Gendered Family Process Model: An Integrative Framework of Gender in the Family

This article reviews and integrates research on gender-related biological, cognitive, and social processes that take place in or between family members, resulting in a newly developed gendered family process (GFP) model. The GFP model serves as a guiding framework for research on gender in the family context, calling for the integration of biological, social, and cognitive factors. Biological factors in the model are prenatal, postnatal, and pubertal androgen levels of children and parents, and genetic effects on parent and child gendered behavior. Social factors are family sex composition (i.e., parent sex, sexual orientation, marriage status, sibling sex composition) and parental gender socialization, such as modeling, gender-differentiated parenting, and gender talk. Cognitive factors are implicit and explicit gender-role cognitions of parents and children. Our review and the GFP model confirm that gender is an important organizer of family processes, but also highlight that much is still unclear about the mechanisms underlying gender-related processes within the family context. Therefore, we stress the need for (1) longitudinal studies that take into account the complex bidirectional relationship between parent and child gendered behavior and cognitions, in which within-family comparisons (comparing behavior of parents toward a boy and a girl in the same family) are made instead of between-family comparisons (comparing parenting between all-boy families and all-girl families, or between mixed-gender families and same-gender families), (2) experimental studies on the influence of testosterone on human gender development, (3) studies examining the interplay between biology with gender socialization and gender-role cognitions in humans.

Physical activity disparities in heterosexual and sexual minority youth ages 12-22 years old: roles of childhood gender nonconformity and athletic self-esteem

BACKGROUND

Physical activity is an important health determinant. Little is known about sexual orientation differences in physical activity and their psychosocial determinants.

PURPOSE

The aim of this study is to examine adolescent and young adult hours/week of moderate/vigorous physical activity (MVPA) and team sports participation by sexual orientation and investigate contributions of gender nonconformity and low athletic self-esteem to possible sexual orientation differences.

METHODS

Analysis of data from 5,272 males and 7,507 females from 1999 to 2005 waves of the US Growing Up Today Study (ages 12-22 years).

RESULTS

Sexual minorities (i.e., lesbian, gay, bisexual, mostly heterosexual) reported 1.21-2.62 h/week less MVPA (p < 0.01) and were 46-76 % less likely to participate in team sports than same-gender heterosexuals. Gender nonconformity and athletic self-esteem accounted for 46-100 % of sexual orientation MVPA differences.

CONCLUSIONS

Physical activity contexts should be modified to welcome sexual minority males and females. Targeting intolerance of gender nonconformity and fostering athletic self-esteem may mitigate sexual orientation MVPA disparities.