不同性别的多元儿童与同龄人和异性别的同龄人有不同的经验
Carol Lynn Martin1, Sonya Xinyue Xiao2, Dawn DeLay1
1Family and Human Development Program, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA.
The British journal of developmental psychology
|May 21, 2024
概括
孩子 孩子 孩子 孩子
科学领域:
- 儿童心理学 儿童心理学
- 性别研究是性别研究.
- 社会学 社会学 社会学
背景情况:
- 性别多样性以各种方式表达,包括与另一性别,两性或两性都不相似的感觉.
- 了解这些不同的性别体验如何影响孩子的同龄人关系至关重要.
研究的目的:
- 调查儿童性别多样性的不同模式是否与不同的同行关系经验相关.
- 为了比较性别多样性和性别典型儿童对同龄人和异性别同龄人的社会经验和信仰.
主要方法:
- 评估了884名儿童 (平均年龄9.04) 的社区样本.
- 性别多样性是根据性别自我概念进行分类的:自己的性别相似 (性别典型),两性相似,跨性别相似和低性别相似.
- 在这些性别多样性群体中,同行关系的经验和信念被比较.
主要成果:
- 孩子们的同龄人经历与他们的性别自我概念保持一致,显示出"性别自我概念匹配"效应.
- 感觉与其他性别同龄人相似的儿童报告说,与他们有更积极的互动和包容.
- 感觉与同性同龄人相似的儿童报告了与同龄人的更积极的互动和包容.
结论:
- 儿童的性别多样性与多样化和往往积极的同行关系体验有关.
- 跨性别和两性儿童 类似的自我观念可能会获得典型的性别儿童通常不会体验到的社会利益.
- 这些发现突出了性别多样性儿童社会发展中的优势和变化.
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