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The effects of gendered information in stories on preschool children’s development of gender stereotypes

Please always quote using this URN: urn:nbn:de:bvb:20-opus-214622
  • Social‐cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3‐ to 6‐year‐old preschoolers were read stories with either a gendered protagonist embedded within a non‐gendered context, or a non‐gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with theSocial‐cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3‐ to 6‐year‐old preschoolers were read stories with either a gendered protagonist embedded within a non‐gendered context, or a non‐gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words.show moreshow less

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Metadaten
Author: Maximilian Seitz, Jan Lenhart, Nina Rübsam
URN:urn:nbn:de:bvb:20-opus-214622
Document Type:Journal article
Faculties:Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie
Language:English
Parent Title (English):British Journal of Developmental Psychology
Year of Completion:2020
Volume:38
Issue:3
First Page:363
Last Page:390
Source:British Journal of Developmental Psychology 2020, 38(3):363–390. DOI: 10.1111/bjdp.12323
DOI:https://doi.org/10.1111/bjdp.12323
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Tag:gender development; gender stereotypes; shared‐reading; social‐cognitive theory; storybooks
Release Date:2021/04/21
Licence (German):License LogoCC BY-NC-ND: Creative-Commons-Lizenz: Namensnennung, Nicht kommerziell, Keine Bearbeitungen 4.0 International