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Ernsten L, Körner LM, Heil M, Schaal NK. The association between 2D:4D digit ratio and sex-typed play in children with and without siblings. Sci Rep 2024; 14:15231. [PMID: 38956189 PMCID: PMC11219774 DOI: 10.1038/s41598-024-65739-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 06/24/2024] [Indexed: 07/04/2024] Open
Abstract
The 2D:4D digit ratio is commonly used as a surrogate possibly reflecting prenatal testosterone levels. Indirect evidence comes from studies investigating the association between 2D:4D and human characteristics that likely relate to prenatal testosterone. In children, sex-typed play reveals large sex differences early in development and an influence of prenatal testosterone is likely. Findings on the association between 2D:4D and children's sex-typed play are heterogeneous and other influences on the development of sex-typed play have been suggested, most of all social influences like siblings, their sex and birth order. The current study examined the association between right and left 2D:4D, a proposed surrogate for prenatal testosterone exposure, which was assessed in right and left hands of N = 505 6-month-old children, and sex-typed play behavior, which was evaluated 3.5 years later using the Pre-School Activities Inventory (PSAI), and the influence of siblings. To capture differential effects of siblings' sex and birth order, dummy-coded variables were used reflecting having no siblings as well as older or younger sisters or brothers. Multiple regression models were used to investigate the association between PSAI scores and sex, right and left 2D:4D, being a singleton as well as having an older or younger sister or brother. It was shown that sex and having an older brother were significant predictors for sex-typed play. Effects were further disentangled by conducting separate regression analyses in boys and girls. In boys, a significant association between PSAI scores and having an older brother was revealed, in girls, no significant associations were found. Results are discussed highlighting the non-significant association between 2D:4D and children's sex-typed play, which weakens the applicability of 2D:4D as a surrogate reflecting influences of prenatal T. Further, the importance of social factors like siblings on children's sex-typed play is discussed.
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Affiliation(s)
- Luisa Ernsten
- Faculty of Mathematics and Natural Sciences, Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany.
| | - Lisa M Körner
- Faculty of Mathematics and Natural Sciences, Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
- Department of General Pediatrics, Neonatology and Pediatric Cardiology, University Children's Hospital, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University, Düsseldorf, Germany
| | - Martin Heil
- Faculty of Mathematics and Natural Sciences, Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Nora K Schaal
- Faculty of Mathematics and Natural Sciences, Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
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2
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Zhang J, Yang Y, Ge J, Liang X, An Z. Stimulating creativity in the classroom: examining the impact of sense of place on students' creativity and the mediating effect of classmate relationships. BMC Psychol 2023; 11:432. [PMID: 38062494 PMCID: PMC10704728 DOI: 10.1186/s40359-023-01479-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 12/02/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Although previous studies have found a close relationship between sense of place and creativity, few studies have been conducted considering the micro-environment of the classroom. The mediating role of classmate relationships in the association between students' sense of place and creativity remains unclear. METHODS This study explores classmate relationships as a mediating factor in the relationship between sense of place and creativity. Therefore, we considered a sample of 1555 Chinese high-school students and used a paper-based questionnaire survey. Data analysis was performed using SPSS 24.0, PROCESS 3.2 plugin, and AMOS. RESULTS Sense of place in the micro-environment of the classroom has a significant positive predictive effect on creativity. Sense of place also has a significant positive predictive effect on peer relationships. The mediation analysis reveals that peer relationships play a mediating role in the relationship between the sense of place and creativity. CONCLUSIONS This study revealed the associations between sense of place, classmate relationships, and creativity. Creativity is better expressed in students with a strong sense of place in the classroom. Moreover, a student's sense of place can enhance their creativity by influencing their peer relationships. These findings enrich the research in educational psychology within the classroom, providing new insights for fostering creativity.
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Affiliation(s)
- Jianzhen Zhang
- College of Geography and Environmental Science, Zhejiang Normal University, Jinhua, Zhejiang province, China
| | - Yukun Yang
- College of Geography and Environmental Science, Zhejiang Normal University, Jinhua, Zhejiang province, China
| | - Jiahao Ge
- College of Education and Human Development, Zhejiang Normal University, Jinhua, Zhejiang province, China.
| | - Xiaoyu Liang
- College of Geography and Environmental Science, Zhejiang Normal University, Jinhua, Zhejiang province, China
| | - Zhenni An
- College of Education and Human Development, Zhejiang Normal University, Jinhua, Zhejiang province, China
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3
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Antoniucci C, Portengen C, Endendijk JJ. Like Parent, like Child: General and Specific Associations Between Parents’ and Children’s Binary Gender Identity in a Gender Egalitarian Context. SEX ROLES 2023. [DOI: 10.1007/s11199-023-01356-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
AbstractThere is ample scientific evidence for the importance of parental gender socialization in children’s binary gender development. Surprisingly, little is known about the role of parents’ own gender identity in the binary gender identity development of their children. Therefore, the present study investigated the association between parents’ and children’s binary gender identity (i.e., similarity to same- and other-gender individuals) in a sample of 142 Dutch families with a child between the ages of 6 and 12 years old. The Dutch context is characterized by relatively high gender equality. Both parents and their children answered questions about their similarity to same-gender and other-gender individuals. Generalized estimating equations revealed that parents’ same-gender similarity and parents’ other-gender similarity were positively associated with their children’s same- and other-gender-similarity, respectively. In addition, more other-gender similarity in parents was associated with less same-gender similarity in girls, but more same-gender similarity in boys. Parents who reported high similarity with both genders were more likely to have children who also reported higher similarity with both genders. These findings indicate that parents’ own binary gender identity is related in general and specific ways to their children’s binary gender identity development. Parents should be made aware of their role in children’s binary gender identity development. Yet, more research on different types of gender identity in parents and their children is necessary.
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4
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Francis-Tan A, Saperstein A. Conflicting signals: Exploring the socioeconomic implications of gender discordant names. SOCIAL SCIENCE RESEARCH 2023; 110:102842. [PMID: 36796998 DOI: 10.1016/j.ssresearch.2022.102842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Revised: 10/17/2022] [Accepted: 12/02/2022] [Indexed: 06/18/2023]
Abstract
We investigate the educational and employment consequences of having a gender discordant name - one that is also given to people of a different gender. People with discordant names may be more likely to experience stigma due to the conflicting signal between their gender and the perceptions of femininity or masculinity associated with their names. Our primary measure of discordance is based on the percentage of men and women with each first name, using a large administrative dataset from Brazil. We find that both men and women with gender discordant names attain significantly less education. Gender discordant names are also negatively and significantly associated with earnings though, after controlling for educational attainment, only people with the most discordant names have significantly lower earnings. These results are corroborated when using crowd-sourced gender perceptions of names in our dataset, which suggests that stereotypes and the judgments of others are a probable mechanism for the observed disparities.
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Affiliation(s)
- Andrew Francis-Tan
- National University of Singapore, Lee Kuan Yew School of Public Policy, 259771, Singapore.
| | - Aliya Saperstein
- Stanford University, Department of Sociology, 450 Jane Stanford Way, Building 120, Room 234, Stanford, CA, 94305-2047, USA.
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5
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Riggs AE, Kinard D, Long M. Children’s Evaluations of Gender Non-Conforming Peers. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01322-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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6
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van der Vaart LR, Verveen A, Bos HM, van Rooij FB, Steensma TD. Differences in self-perception and social gender status in children with gender incongruence. Clin Child Psychol Psychiatry 2022; 27:1077-1090. [PMID: 35532285 PMCID: PMC9574892 DOI: 10.1177/13591045221099394] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background: Gender incongruent children report lower self-perception compared to the norm population. This study explored differences in self-perception between children living in their gender role assigned at birth and children living in their experienced gender role.Method: The self-perception questionnaire was administered to 312 children referred to the Center of Expertise on Gender Dysphoria 'Amsterdam UMC'. Social transition status was determined by parental interviews. 2 (social transition) by 2 (sex assigned at birth) ANCOVA's were conducted.Results: Children living in their assigned gender role reported comparable self-perception to children living in their experienced gender role. Birth assigned girls living in their assigned gender role reported poorer self-perception on 'athletic competence', compared to girls living in their experienced gender role. Birth assigned boys living in their assigned gender role reported poorer on 'scholastic competence' and 'behavioral conduct' compared to boys living in their experienced gender role.Conclusions: Social transition did not show to affect self-perception. Self-perception was poorer for birth assigned boys living in their experienced gender role. For birth assigned girls this was reversed. Future studies should give more insight in the role of social transitions in relation to child development and focus on other aspects related to self-perception.
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Affiliation(s)
- Lindsey R van der Vaart
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, 1234University of Amsterdam, Amsterdam, The Netherlands
| | - Anouk Verveen
- Department of Medical Psychology, Centre of Expertise on Gender Dyphoria, 1209Amsterdam UMC Locatie VUmc, Amsterdam, the Netherlands
| | - Henny Mw Bos
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, 1234University of Amsterdam, Amsterdam, The Netherlands
| | - Floor B van Rooij
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, 1234University of Amsterdam, Amsterdam, The Netherlands
| | - Thomas D Steensma
- Department of Medical Psychology, Centre of Expertise on Gender Dyphoria, 1209Amsterdam UMC Locatie VUmc, Amsterdam, the Netherlands
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7
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Developmental research assessing bias would benefit from naturalistic observation data. Behav Brain Sci 2022; 45:e89. [PMID: 35551687 DOI: 10.1017/s0140525x21000765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Cesario's critiques and suggestions for redesigning social psychology experiments echo Dahl's (2017) call for developmental researchers to use experimental and naturalistic methods in a complementary manner for understanding children's development. We provide examples of how naturalistic observations can rectify Cesario's missing flaws for developmental studies investigating children's social biases and help researchers derive theories they can then experimentally test.
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8
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Cartei V, Reby D, Garnham A, Oakhill J, Banerjee R. Peer audience effects on children's vocal masculinity and femininity. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200397. [PMID: 34775826 PMCID: PMC8591376 DOI: 10.1098/rstb.2020.0397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023] Open
Abstract
Existing evidence suggests that children from around the age of 8 years strategically alter their public image in accordance with known values and preferences of peers, through the self-descriptive information they convey. However, an important but neglected aspect of this 'self-presentation' is the medium through which such information is communicated: the voice itself. The present study explored peer audience effects on children's vocal productions. Fifty-six children (26 females, aged 8-10 years) were presented with vignettes where a fictional child, matched to the participant's age and sex, is trying to make friends with a group of same-sex peers with stereotypically masculine or feminine interests (rugby and ballet, respectively). Participants were asked to impersonate the child in that situation and, as the child, to read out loud masculine, feminine and gender-neutral self-descriptive statements to these hypothetical audiences. They also had to decide which of those self-descriptive statements would be most helpful for making friends. In line with previous research, boys and girls preferentially selected masculine or feminine self-descriptive statements depending on the audience interests. Crucially, acoustic analyses of fundamental frequency and formant frequency spacing revealed that children also spontaneously altered their vocal productions: they feminized their voices when speaking to members of the ballet club, while they masculinized their voices when speaking to members of the rugby club. Both sexes also feminized their voices when uttering feminine sentences, compared to when uttering masculine and gender-neutral sentences. Implications for the hitherto neglected role of acoustic qualities of children's vocal behaviour in peer interactions are discussed. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'.
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Affiliation(s)
- Valentina Cartei
- School of Psychology, University of Sussex, Brighton, UK,Equipe Neuro-Ethologie Sensorielle, ENES/CRNL, CNRS UMR5292, INSERM UMR_S 1028, University of Lyon, Saint-Etienne, France,Psychology, University of Chichester, Chichester, UK
| | - David Reby
- Equipe Neuro-Ethologie Sensorielle, ENES/CRNL, CNRS UMR5292, INSERM UMR_S 1028, University of Lyon, Saint-Etienne, France
| | - Alan Garnham
- School of Psychology, University of Sussex, Brighton, UK
| | - Jane Oakhill
- School of Psychology, University of Sussex, Brighton, UK
| | - Robin Banerjee
- School of Psychology, University of Sussex, Brighton, UK
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9
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Wang Y, Qian M, Nabbijohn AN, Wen F, Fu G, Zuo B, VanderLaan DP. Culture influences the development of children's gender-related peer preferences: Evidence from China and Thailand. Dev Sci 2021; 25:e13221. [PMID: 34942036 DOI: 10.1111/desc.13221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 12/09/2021] [Accepted: 12/13/2021] [Indexed: 11/30/2022]
Abstract
Current understanding of how culture relates to the development of children's gender-related peer preferences is limited. To investigate the role of societal acceptance of gender nonconformity, this study compared children from China and Thailand. Unlike China and other cultures where the conceptualization of gender as binary is broadly accepted, individuals who identify as a nonbinary "third" sex/gender have been highly visible and tolerated in Thai society for at least several decades. Chinese and Thai 4- to 9-year-olds (N = 458) viewed vignettes of four hypothetical peers who varied on gender (i.e., boy vs. girl) and gender-typed toy play behavior (i.e., masculine vs. feminine), and were asked to give a friendship preference rating for each peer. Chinese, compared with Thai, children evidenced gender-related peer preferences that emerged earlier, remained more stable across age groups, and were relatively more biased against gender-nonconforming behavior. The only cultural similarity was in children's preference for peers who were of the same gender and/or displayed same-gender-typed behavior. Thus, while preference for peers who are of the same gender and/or display same-gender-typed behavior is common among children across cultures, the developmental onset and course of these preferences vary by culture. Moreover, societal acceptance of gender nonconformity might be key to limiting children's bias against gender-nonconforming peers.
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Affiliation(s)
- Yang Wang
- Central China Normal University, Wuhan, Hubei, China
| | - Miao Qian
- Department of Psychology, University of Detroit Mercy, Michigan, USA
| | - A Natisha Nabbijohn
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada.,Department of Psychology, University of Guelph, Guelph, Ontario, Canada
| | - Fangfang Wen
- Central China Normal University, Wuhan, Hubei, China
| | - Genyue Fu
- School of Education, Hangzhou Normal University, Hangzhou, Zhejiang, China
| | - Bin Zuo
- Central China Normal University, Wuhan, Hubei, China
| | - Doug P VanderLaan
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada.,Child and Youth Psychiatry, Centre for Addiction and Mental Health, Toronto, Ontario, Canada
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10
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Baiocco R, Antoniucci C, Basili E, Pistella J, Favini A, Martin C, Pastorelli C. Perceived Similarity to Gender Groups Scale: Validation in a Sample of Italian LGB + and Heterosexual Young Adults. SEXUALITY RESEARCH & SOCIAL POLICY : JOURNAL OF NSRC : SR & SP 2021; 19:1270-1284. [PMID: 34367357 PMCID: PMC8335452 DOI: 10.1007/s13178-021-00631-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/26/2021] [Indexed: 05/25/2023]
Abstract
INTRODUCTION The present article describes two interrelated studies that examine gender typicality in young adulthood using a new dual-identity approach. METHODS Participants were recruited online from March 2020 to February 2021 and reported their perceived similarity to own- and other-gender peers as a way to assess their gender typicality. In study 1, the authors conducted an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) to test and validate the Perceived Similarity to Gender Groups Scale in a sample of Italian young adults (n = 571; M age = 23.9; SD = 3.60). The authors documented the configural, metric, scalar measurement invariance, and validity. In study 2, the Perceived Similarity to Gender Groups Scale adopted in study 1 was used to assess the distribution of different typologies of gender typicality in another sample of Italian young adults who vary in gender and sexual orientation (n = 1126; M age = 24.3; SD = 3.51). RESULTS Results confirmed the structural validity of the Perceived Similarity to Gender Groups Scale, revealing the two-factor structure of the scale. Moreover, results of cluster analysis found different typologies of self-perceptions of gender typicality. CONCLUSION Both studies emphasize the relevance of studying gender typicality in young adulthood through a dual-identity approach, highlighting the relevance of gender and sexual orientations. POLICY IMPLICATIONS The use of the dual-identity approach has significant social and clinical implications as it represents a more flexible and representative model of the complexity of gender typicality. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s13178-021-00631-5.
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Affiliation(s)
- Roberto Baiocco
- Department of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Chiara Antoniucci
- Department of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Emanuele Basili
- Department of Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Jessica Pistella
- Department of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Ainzara Favini
- Department of Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Carol Martin
- School of Social and Family Dynamics, Arizona State University, Tempe, AZ USA
| | - Concetta Pastorelli
- Department of Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
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11
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MacMullin LN, Bokeloh LM, Nabbijohn AN, Santarossa A, van der Miesen AIR, Peragine DE, VanderLaan DP. Examining the Relation Between Gender Nonconformity and Psychological Well-Being in Children: The Roles of Peers and Parents. ARCHIVES OF SEXUAL BEHAVIOR 2021; 50:823-841. [PMID: 33185827 DOI: 10.1007/s10508-020-01832-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2019] [Revised: 06/18/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
No study to date has simultaneously tested how poor peer relations, generic risk factors, and parental attitudes impact the behavioral and emotional challenges of children who vary in their gender expression. In a community sample, the present study investigated various hypothesized psychosocial and generic risk factors regarding the association between childhood gender nonconformity (GNC) and psychological well-being. Canadian parents/guardians reported on their children aged 6-12 years (N = 1719, 48.8% assigned male at birth) regarding their child's GNC, measured by the Gender Identity Questionnaire for Children; behavioral and emotional challenges, measured by the Child Behavior Checklist (CBCL); and peer relations, measured by the CBCL and Strength and Difficulties Questionnaire. Parent/guardian gender-stereotypical attitudes toward child-rearing were assessed using an adapted version of the Child-Rearing Sex Role Attitude Scale, and attachment between the parent/guardian and child was measured with an adapted version of the Child-Rearing Practices Report. Based on regression analyses, GNC was related to elevated behavioral and emotional challenges, and this association was stronger for those who experienced poor peer relations as well as for those whose parents/guardians endorsed gender-stereotyped attitudes and were less willing to serve as a secure base for the child. Recommendations are provided for ways in which social environments can be altered to improve psychological well-being among gender-nonconforming children.
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Affiliation(s)
- Laura N MacMullin
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
| | - Lisa M Bokeloh
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
- Department of Psychology, University of Münster, Münster, Germany
| | - A Natisha Nabbijohn
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
| | - Alanna Santarossa
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
| | - Anna I R van der Miesen
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
- Center of Expertise on Gender Dysphoria, VU Medical Center, Amsterdam, The Netherlands
| | - Diana E Peragine
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada
| | - Doug P VanderLaan
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, L5L 1C6, Canada.
- Child and Youth Psychiatry, Centre for Addiction and Mental Health, Toronto, ON, Canada.
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12
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Nabbijohn AN, MacMullin LN, Kwan KMW, Santarossa A, Peragine DE, Wong WI, VanderLaan DP. Children's bias in appraisals of gender-variant peers. J Exp Child Psychol 2020; 196:104865. [PMID: 32386853 DOI: 10.1016/j.jecp.2020.104865] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 04/01/2020] [Accepted: 04/01/2020] [Indexed: 11/20/2022]
Abstract
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.
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Affiliation(s)
- A Natisha Nabbijohn
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada
| | - Laura N MacMullin
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada
| | - Karen Man Wa Kwan
- Department of Psychology, University of Hong Kong, Pok Fu Lam, Hong Kong
| | - Alanna Santarossa
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada
| | - Diana E Peragine
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada
| | - Wang Ivy Wong
- Department of Psychology, University of Hong Kong, Pok Fu Lam, Hong Kong; Gender Studies Program, Faculty of Social Science, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong; Department of Psychology, The Chinese University of Hong Kong, Hong Kong.
| | - Doug P VanderLaan
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada; Child and Youth Psychiatry, Centre for Addiction and Mental Health, Toronto, Ontario M5T 1L8, Canada.
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13
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Under Pressure: Differentiating Adolescents’ Expectations Regarding Stereotypic Masculine and Feminine Behavior. SEX ROLES 2020. [DOI: 10.1007/s11199-019-01113-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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14
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Kwan KMW, Shi SY, Nabbijohn AN, MacMullin LN, VanderLaan DP, Wong WI. Children's Appraisals of Gender Nonconformity: Developmental Pattern and Intervention. Child Dev 2019; 91:e780-e798. [PMID: 31646630 DOI: 10.1111/cdev.13316] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Gender-nonconforming (GN) children are often perceived less positively, which may harm their well-being. We examined the development of such perceptions and an intervention to modify them. Chinese children's appraisals were assessed using multiple measures (verbal responses, sharing, and rank order task) after viewing vignettes of gender-conforming (GC) and GN hypothetical peers. In Study 1, children (N = 210; 4-, 5-, 8-, and 9-year-olds) were less positive toward GN than GC peers, especially if they were older or if the peers were boys. In Study 2 (N = 211, 8- and 9-year-olds), showing children exemplars of GN peers who displayed positive and GC characteristics subsequently reduced bias against gender nonconformity. These findings inform strategies aimed at reducing bias against gender nonconformity.
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Affiliation(s)
| | - Sylvia Yun Shi
- University of Hong Kong.,The Chinese University of Hong Kong
| | | | | | | | - Wang Ivy Wong
- University of Hong Kong.,The Chinese University of Hong Kong
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15
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Grace K, Seng T, Eng S. The Socialization of Gender-Based Aggression: A Case Study in Cambodian Primary Schools. SEX ROLES 2019. [DOI: 10.1007/s11199-019-01091-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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16
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Gülgöz S, Gomez EM, DeMeules MR, Olson KR. Children's evaluation and categorization of transgender children. JOURNAL OF COGNITION AND DEVELOPMENT 2018; 19:325-344. [PMID: 30613194 DOI: 10.1080/15248372.2018.1498338] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Despite extant evidence of negative peer treatment of transgender adolescents and adults, little is known about how young children perceive transgender peers, particularly those who have socially-transitioned, or are living in line with their gender, rather than sex at birth. Whereas children have been shown to be averse to gender nonconformity in peers, because many transgender children appear and behave in ways consistent with their expressed gender (but not their sex at birth), it is unclear how children evaluate these identities. In two studies, we investigated 5- to 10-year-old children's (N total =113) preferences for transgender vs. gender-"typical" peers who either shared their gender identity or did not. We also examined whether children categorize transgender peers by their sex or expressed gender, as this might inform their evaluations. Children preferred cisgender peers over transgender peers; however, they also liked peers of their own gender rather than the other gender (e.g., female participants preferred girls over boys), demonstrating that the oft-documented own-gender bias plays an important role even when children are reasoning about transgender peers. Children did not reliably categorize transgender peers by sex or gender; yet, those who categorized transgender peers by their sex showed greater dislike of transgender peers. The current studies are the first to investigate cisgender children's attitudes toward transgender children, and suggest that perceptions of gender categorization and conformity play a role in children's evaluations of transgender peers.
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Fairchild K. Teaching Acceptance of Gender Creativity and Transgression. SEX ROLES 2017. [DOI: 10.1007/s11199-017-0769-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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