Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-t5pn6 Total loading time: 0 Render date: 2024-04-18T21:36:31.062Z Has data issue: false hasContentIssue false

9 - Gender Development: A Constructivist-Ecological Perspective

from Part II - Social Development

Published online by Cambridge University Press:  11 May 2017

Nancy Budwig
Affiliation:
Clark University, Massachusetts
Elliot Turiel
Affiliation:
University of California, Berkeley
Philip David Zelazo
Affiliation:
University of Minnesota
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley.Google Scholar
Bigler, R. S. (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use of gender in the classroom. Child Development, 66, 10721087.Google Scholar
Bigler, R. S., Arthur, A. E., Hughes, J. M., & Patterson, M. M. (2008). The politics of race and gender: Children’s perceptions of discrimination and the US presidency. Analyses of Social Issues and Public Policy (ASAP), 8, 83112.CrossRefGoogle Scholar
Bigler, R. S., Brown, C. S., & Markell, M. (2001). When groups are not created equal: Effects of group status on the formation of intergroup attitudes in children. Child Development, 72, 11511162.CrossRefGoogle Scholar
Bigler, R. S., Hayes, A. R., & Liben, L. S. (2014). Analysis and evaluation of the rationales for single-sex schooling. In Liben, L. S. & Bigler, R. S. (Eds.), The role of gender in educational contexts and outcomes. In Benson, J. (Series Ed.), Advances in child development and behavior (Vol. 47, pp. 225260). San Diego, CA: Elsevier.Google Scholar
Bigler, R. S., Jones, L. C., & Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68, 530543.Google Scholar
Bigler, R. S., & Leaper, C. (2015). Gendered language: Psychological principles, evolving practices, and inclusive policies. Policy Insights from Behavioral and Brain Sciences, 2, 187194.Google Scholar
Bigler, R. S., & Liben, L. S. (1990). The role of attitudes and interventions in gender-schematic processing. Child Development, 61, 14401452.Google Scholar
Bigler, R. S., & Liben, L. S. (1992). Cognitive mechanisms in children’s gender stereotyping: Theoretical and educational implications of a cognitive-based intervention. Child Development, 63, 13511363.Google Scholar
Bigler, R. S., & Liben, L. S. (2006). A developmental intergroup theory of social stereotypes and prejudice. In Kail, R. V. (Ed.), Advances in child development and behavior (Vol. 34, pp. 3989). San Diego, CA: Elsevier.Google Scholar
Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining and reducing children’s social stereotyping and prejudice. Current Directions in Psychological Science, 16, 162166.Google Scholar
Bigler, R. S., & Signorella, M. L. (2011). Single-sex education: New perspectives and evidence on a continuing controversy. Sex Roles, 65, 659669.CrossRefGoogle Scholar
Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2009). Gender development. New York, NY: Taylor & Francis.Google Scholar
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513531.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar
Bronfenbrenner, U. (1994). Ecological models of human development. In Husen, T. & Postlethwaite, T. N. (Eds.), International Encyclopedia of Education (2 edn., Vol. 3, pp. 16431647). Oxford, England: Pergamon Press.Google Scholar
Coyle, E. F. & Liben, L. S. (2016). Affecting girls’ job and activity interests through play: The moderating roles of personal gender salience and game characteristics. Child Development, 87, 414428.CrossRefGoogle ScholarPubMed
Eliot, L. (2009). Pink brain blue brain. Boston, MA: Houghton Mifflin.Google Scholar
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010) Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103127.Google Scholar
Fine, C., & Duke, R. (2015). Expanding the role of gender essentialism in the single-sex education debate: A commentary on Liben. Sex Roles, 72, 427433.CrossRefGoogle Scholar
Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. New York, NY: Oxford University Press.Google Scholar
Gelman, S. A., Taylor, M. G., & Nguyen, S. P. (2004). Mother-child conversations about gender: Understanding the acquisition of essentialist beliefs. Monographs of the Society for Research in Child Development, 69, No. 275.Google Scholar
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333, 17061707.CrossRefGoogle ScholarPubMed
Hilliard, L. J., & Liben, L. S. (2010). Differing levels of gender salience in preschool classrooms: Effects on children’s gender attitudes and intergroup bias. Child Development, 81, 17871798.Google Scholar
Hilliard, L. J. & Liben, L. S. (2014). Fairness in the face of gender stereotypes: Examining the nature and impact of mother-child conversations. In Wainryb, C. & Recchia, H. E. (Eds.), Talking about right and wrong: Parent-child conversations as contexts for moral development (pp.168192). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Klahr, D. (1982). Nonmonotone assessment of monotone development: An information processing analysis. In Strauss, S. (Ed.), U-shaped behavioral growth (pp. 6386). New York, NY: Academic Press.CrossRefGoogle Scholar
Klahr, D. (1995). Computational models of cognitive change: The state of the art. In Simon, T. J. & Halford, G. S. (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 355375). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Klein, S., Lee, J., McKinsey, P., & Archer, C. (2014, December 11). Identifying US K-12 public schools with deliberate sex segregation. Feminist Majority Foundation. Retrieved from http://feminist.org/education/pdfs/IdentifyingSexSegregation12-12-14.pdfGoogle Scholar
Koblinsky, S. G., Cruse, D. F., & Sugawara, A. I. (1978). Sex-role stereotypes and children’s memory for story content. Child Development, 49, 452458.CrossRefGoogle ScholarPubMed
Kohlberg, L. (1966). A cognitive developmental analysis of children’s sex role concepts and attitudes. In Maccoby, E. E. (Ed.), The development of sex differences (pp. 82172). Stanford, CA: Stanford University Press.Google Scholar
Lamb, L., Bigler, R. S., Liben, L. S., & Green, V. A. (2009). Teaching children to confront peers’ sexist remarks: Implications for theories of gender development and educational practice. Sex Roles, 61, 361382.CrossRefGoogle Scholar
Leaper, C. (Ed.) (1994). Exploring the consequences of gender segregation on social relationships. New directions for child and adolescent development, 65. San Francisco, CA: Jossey-Bass.Google Scholar
Leaper, C. (2015). Gender and social-cognitive development. In Liben, L. S. & Müller, U. (Eds.), Handbook of child psychology and developmental science (7 edn., Vol. 2, pp. 806853). Hoboken, NJ: Wiley.Google Scholar
Lerner, R. M., Agans, J. P., DeSouza, L. M., & Hershberg, R. M. (2014). Developmental science in 2025: A predictive review. Research in Human Development, 11, 255272.Google Scholar
Liben, L. S. (2014). The individual ↔ context nexus in developmental intergroup theory: Within and beyond the ivory tower. Research in Human Development. 11, 273290.Google Scholar
Liben, L. S. (2015). Probability values and human values in evaluating single-sex education. Sex Roles, 72, 401426.Google Scholar
Liben, L. S. (2016). We’ve come a long way, baby (but we’re not there yet): Gender past, present, and future. Child Development, 87, 528.CrossRefGoogle Scholar
Liben, L. S., & Bigler, R. S. (1987). Reformulating children’s gender schemata. In Liben, L. S. & Signorella, M. L. (Eds.), New directions for child development: Children’s gender schemata (pp. 89105). San Francisco, CA: Jossey-Bass.Google Scholar
Liben, L. S., & Bigler, R. S. (2002). The developmental course of gender differentiation: Conceptualizing, measuring, and evaluating constructs and pathways. Monographs of the Society for Research in Child Development, 67, No. 269.Google Scholar
Liben, L. S., & Coyle, E. F. (2014). Developmental interventions to address the STEM gender gap: Exploring intended and unintended consequences. In Liben, L. S. & Bigler, R. S. (Eds.) The role of gender in educational contexts and outcomes. In Benson, J. B. (Series Ed.), Advances in child development and behavior (Vol. 47, pp. 77116). San Diego, CA: Elsevier.Google Scholar
Liben, L. S., & Hilliard, L. J. (2010, October). Preschoolers’ gender vigilance: Effects of classroom organization. Poster presented at the Gender Development Research Conference, San Francisco.Google Scholar
Liben, L. S., & Signorella, M. L. (1980). Gender-related schemata and constructive memory in children. Child Development, 51, 1118.Google Scholar
Liben, L. S., & Signorella, M. L. (1993). Gender schematic processing in children: The role of initial interpretations of stimuli. Developmental Psychology, 29, 141149.Google Scholar
Martin, C. L., Eisenbud, L., & Rose, H. (1995). Children’s gender-based reasoning about toys. Child Development, 66, 14531471.CrossRefGoogle ScholarPubMed
Martin, C. L., Fabes, R. A., & Hanish, L. (2014). Gendered-peer relationships in educational contexts. In Liben, L. S. & Bigler, R. S. (Eds.), The role of gender in educational contexts and outcomes. In Benson, J. (Series Ed.), Advances in child development and behavior (Vol. 47, pp. 151187). San Diego, CA: Elsevier.Google Scholar
Martin, C. L., & Halverson, C. F. (1981). A schematic processing model of sex typing and stereotyping in children. Child Development, 52, 11191134.Google Scholar
Martin, C. L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128(6), 903933.Google Scholar
McKenney, S. J., & Bigler, R. S. (2016). High heels, low grades: Internalized sexualization and academic orientation among adolescent girls. Journal of Research on Adolescence, 26, 3036.CrossRefGoogle Scholar
Mervis, C., & Rosch, E. (1981). Categorization of natural objects. Annual Review of Psychology, 32, 89115Google Scholar
Munakata, Y. (2006) Information processing approaches to development. In Kuhn, D. & Siegler, R. S. (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th edn., pp. 426463). Hoboken, NJ: Wiley.Google Scholar
Nagengast, B., Marsh, H. W., & Hau, K.-T. (2013). Effects of single-sex schooling in the final years of high school: A comparison of analysis of covariance and propensity score matching. Sex Roles, 69, 404422.Google Scholar
Overton, W. F. (2007). A coherent metatheory for dynamic systems: Relational organicism-contextualism. Human Development, 50, 154159.Google Scholar
Overton, W. F. (2015). Processes, relations and relational-developmental systems. In Overton, W. F. & Molenaar, P. C. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method. (7th edn. pp. 962). Hoboken, NJ: Wiley.Google Scholar
Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The effects of single-sex compared with coeducational schooling on students’ performance and attitudes: A meta-analysis. Psychological Bulletin, 140, 10421072.Google Scholar
Patterson, M. M. (2012). Self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement in elementary-school-aged children. Sex Roles, 67, 422434.Google Scholar
Patterson, M. M., & Bigler, R. S. (2006). Preschool children’s attention to environmental messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77, 847860.Google Scholar
Piaget, J. (1964). Development and learning. In Ripple, R. E. & Rockcastle, V. M. (Eds.), Piaget rediscovered (pp. 720). Ithaca: Cornell University.Google Scholar
Piaget, J. (1970). Piaget’s theory. In Mussen, P. (Ed.), Carmichael’s manual of child psychology (pp. 703732). New York, NY: Wiley.Google Scholar
Powlishta, K. K. (2004). Gender as a social category: Intergroup processes and gender-role development. In Bennett, M. & Sani, F. (Eds.), The development of the social self (pp. 103133). East Sussex, England: Psychology Press.Google Scholar
Sameroff, A. J. (2010). A unified theory of development. Child Development, 81, 622.Google Scholar
Serbin, L. A., & Sprafkin, C. (1986). The salience of gender and the process of sex typing in three- to seven-year-old children. Child Development, 57, 11881199.Google Scholar
Sherwin, G. (2015). Anecdotal and essentialist arguments for single-sex educational programs discussed by Liben: A legal analysis. Sex Roles, 72, 434445.Google Scholar
Signorella, M. L., & Bigler, R. S. (2013). Single-sex schooling: Bridging science and school boards in educational policy. Sex Roles, 65, 659759.Google Scholar
Signorella, M. L., Hayes, A. R., & Li, Y. (2013). A meta-analytic critique of Mael et al.’s (2005) review of single-sex schooling. Sex Roles, 69, 423441.Google Scholar
Signorella, M. L., & Liben, L. S. (1984). Recall and reconstruction of gender-related pictures: Effects of attitude, task difficulty, and age. Child Development, 55, 393405.Google Scholar
Tajfel, H., Billig, M. G., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 1, 149177.CrossRefGoogle Scholar
Tate, C. C., Ledbetter, J. N., & Youssef, C. P. (2013). A two-question method for assessing gender categories in the social and medical sciences. Journal of Sex Research, 50, 767776.Google Scholar
Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39, 3447.CrossRefGoogle ScholarPubMed
US Department of Education. (2006). 34 C.F.R. §106.34(b)(1). Title 34 Education. Access to classes and schools. Retrieved from www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr106.html#S34Google Scholar
von Glasersfeld, E. (1981). The concepts of adaptation and viability in a radical constructivist theory of knowledge. In Sigel, I. E., Brodzinsky, D. M., & Golinkoff, R. M. (Eds.), New directions in Piagetian theory and practice (pp. 8795). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Witherington, D. C. (2007). The dynamic systems approach as metatheory for developmental psychology. Human Development, 50, 127153.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×