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Title: Gender Stereotyping in Early Childhood: Knowledge, Endorsement, and Perception of Parental Attitudes
Authors: Halkett, Ashley
Advisors: Dunham, Yarrow
Contributors: Osherson, Daniel
Department: Psychology
Class Year: 2013
Abstract: Over the past several decades, abundant research has investigated the onset of gender role development in early childhood, suggesting that children as young as 3 possess substantial awareness of gender stereotypes and, by age 5, strong beliefs about the need for individual maintenance of those stereotypes. However, crucial gaps in the literature still remain, particularly with regard to the differentiation of gender stereotype knowledge and personal endorsement and the role played by parents in socialization. The current study addresses the relationship between gender role knowledge and stereotype endorsement in a sample of 24 preschoolers, and their perception of parental responses to gender-typical and -atypical behavior. Using picture cards of validated “male” and “female” items as well as two cutout figures, participants were asked three sets of questions regarding who typically uses the illustrated item, whether a boy or girl should be using the item, and whether parents would be happy or unhappy about the activity. Analyses revealed that gender stereotype knowledge was unrelated to personal endorsement; furthermore, the perception of parental stereotyping was strongly and significantly correlated with personal stereotype endorsement among girls, who demonstrated greater knowledge of both male and female gender roles than boys. Findings, implications, and directions for future research are discussed in the context of both cognitive development and social influence from parents.
Extent: 68 pages
Access Restrictions: Walk-in Access. This thesis can only be viewed on computer terminals at the Mudd Manuscript Library.
Type of Material: Princeton University Senior Theses
Language: en_US
Appears in Collections:Psychology, 1930-2020

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