Author:
Arthur Andrea E,Bigler Rebecca S,Liben Lynn S,Gelman Susan A,Ruble Diane N
Abstract
Abstract
From a remarkably early age, young children exhibit stereotyping and prejudice on the basis of gender. Between the ages of two and three, they become knowledgeable about some cultural gender stereotypes and develop preferences for peers of their own gender (Ruble & Martin, 1998). The very early emergence of these phenomena has raised important questions about the origins of gender stereotyping and prejudice. How do such young children come to endorse stereotypic views? Why do they develop preferences for children of their own sex and biases against children of the other? What factors shape the development of gender attitudes among infants, toddlers, and preschoolers? was based on a reading of the broad literatures on stereotyping and prejudice within social and developmental psychology. The theory also draws upon recent empirical advances in our knowledge of intergroup attitude formation that stem from the burgeoning number of developmental researchers who conduct intergroup research (see Abrams, Rutland, & Cameron, 2003; Bennett & Sani, 2006; Killen, Lee-Kim, McGlothlin, & Stangor, 2002; Levy, Taylor, & Gelman, 1995; Rutland, Cameron, Milne, & McGeorge, 2005; Verkuyten, this volume). Developmental intergroup theory is described in broad terms in Bigler and Liben’s (2006) article, which includes brief examples of applications of the model to a variety of domains of stereotyping and prejudice (e.g., race, gender, physical attractiveness). Here we use the lens of DIT to examine the development of gender stereotyping and prejudice.
Publisher
Oxford University PressNew York, NY
Cited by
2 articles.
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