Sex-Role Concepts and Sex Typing in Childhood as a Function of School and Home Environments

The study compared sex-role attitudes and sex-typed reactions of children from "traditional" middle-class schools and homes (stressing socialization toward general standards) with those of children from "modern" middle-class schools and homes (stressing individualized development...

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Bibliographic Details
Published in:Child development 1965-12, Vol.36 (4), p.1033-1048
Main Author: Minuchin, Patricia
Format: Article
Language:English
Subjects:
Attitude
Child
Child development
Child rearing
Children
Education
Environment
Female
Gender roles
Humans
Male
Parents
Private schools
Psychological Tests
Psychology, Social
Sex
Social Conditions
Socialization
Socioeconomics
Theater
Traditional schools
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Summary:The study compared sex-role attitudes and sex-typed reactions of children from "traditional" middle-class schools and homes (stressing socialization toward general standards) with those of children from "modern" middle-class schools and homes (stressing individualized development). Subjects were 105 fourth-grade nine-year-olds. Direct and projective techniques were used to test the hypothesis that conventional attitudes and reactivity would be more characteristic of children from traditional backgrounds. Findings support the hypothesis: unequivocal commitment to own sex role, sex-typed play, aggressive expression in boys, and family orientation in girls were more consistently characteristic of children from traditional backgrounds. Girls from modern backgrounds departed most from conventional expectations.
ISSN:0009-3920
1467-8624
DOI:10.2307/1126942