Young Children’s Use of Gender for Inductive Generalizations about Biological and Behavioral Characteristics: The Influence of Gender Categories and Gender Stereotypes

Bradford H. Pillow, Cara Allen, Natalie Low and Taneisha Vilma

Journal of Educational and Developmental Psychology, 2019, vol. 9, issue 2, 37

Abstract: Using a triad inductive reasoning task, we examined the influence of gender category information, gender stereotypes, and gender salience on young children’s (N = 72; 36 to 69 months of age) generalizations concerning novel biological and behavioral characteristics. Prior to the inductive generalization task, children heard vignettes in which a teacher either engaged in gender stereotyping (Stereotype condition), grouped children according to gender (Salience condition), or grouped children in a gender-neutral manner (Neutral condition). Children generalized on the basis of gender more often in the Stereotype condition than in the Neutral condition, but older children made gender-based inductions at above chance levels in the Neutral condition and for behavioral traits in the Salience condition. Stereotyping influenced gender-based reasoning, but did not appear to be necessary among older preschool children.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:9:y:2019:i:2:p:37

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