Rooting for Their Own Gender: Preschoolers’ Selective Preference for Winners

• Published in: Developmental science 2025-01, Vol.28 (1), p.e13575-n/a
• Main Authors: Galusca, Cristina‐Ioana, Helmlinger, Anna Eve, Barat, Elodie, Pascalis, Olivier, Van der Henst, Jean‐Baptiste
• Format: Article
• Language: English
• Subjects: Child, Preschool; Children; Children & youth; Choice Behavior - physiology; Cognitive science; dominance relations; Female; Females; Gender; Gender Identity; gender stereotypes; gendered power; Humans; Male; Males; mixed‐gender interactions; own‐gender bias; Preferences; Sex Factors; Social Behavior; Social hierarchy; Social Identification; Social identity
• ISSN: 1363-755X; 1467-7687; 1467-7687
• DOI: 10.1111/desc.13575

ABSTRACT Children's social preferences are influenced by the relative status of other individuals, but also by their social identity and the degree to which those individuals are like them. Previous studies have investigated these aspects separately and showed that in some circumstances children prefer high‐status individuals and own‐gender individuals. Gender is a particularly interesting case to study because it is a strong dimension of social identity, but also one of the most prevalent forms of social hierarchy, with males conceptualised as superior to females, by adults and children alike. Here we directly asked how children's social preferences are influenced by status (winner or loser of a zero‐sum conflict) and winner gender (female or male) in different scenarios (same or mixed‐gender). In Experiment 1, children saw same‐gender conflicts between two females or two males and they displayed an overall preference for winners. In Experiment 2, participants watched two mixed‐gender conflicts, one where the female prevailed and one where the male prevailed. In this case, children chose the winner, but only when they had the same gender as themselves. Experiment 3 confirmed that children preferred own‐gender individuals in the absence of conflict or status. Overall, children are sensitive to the relative status of other individuals and use this information to make social decisions. However, preschoolers do not prefer just any individual who wins access to a resource. They preferred dominant individuals, but only when they were of their own gender. This suggests that children's dominance evaluations are modulated by children's social identity.