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An experimental test of the effects of gender constancy on sex typing
Andrea E Arthur1, Rebecca S Bigler, Diane N Ruble
1Department of Psychology, University of Texas at Austin, Austin, TX 78712, USA.
Abstract:
This study provides an experimental test of the hypothesis that level of gender constancy understanding affects children's sex typing. Preschool-age children (N=62, mean age=47 months) were randomly assigned to experimental lessons that taught that biological traits (including gender) are either fixed (pro-constancy condition) or mutable (anti-constancy condition). Posttests revealed that the lessons were effective; children in the pro-constancy condition showed higher gender constancy and appearance-reality distinction scores than did children in the anti-constancy condition. Sex typing did not, however, differ between treatment conditions at immediate and 3-month posttesting.
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