Gendered Peer Involvement in Girls with Congenital Adrenal Hyperplasia: Effects of Prenatal Androgens, Gendered Activities, and Gender Cognitions.
Gendered Peer Involvement in Girls with Congenital Adrenal Hyperplasia: Effects of Prenatal Androgens, Gendered Activities, and Gender Cognitions.
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DOI：
10.1007/s10508-017-1112-4
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发表时间：
2018-05
影响因子：
3.8
通讯作者：
McHale, Susan
中科院分区：
文献类型：
--
作者：
Berenbaum, Sheri A.;Beltz, Adriene M.;Bryk, Kristina;McHale, Susan
关键词：
理解性别发展的一个关键问题涉及性别隔离的起源。儿童倾向于与同性他人互动的假设是由性别认同和认知、行为兼容性和个人特征造成的。我们研究了产前雄激素暴露是否与男孩和女孩相处的时间有关，以及性别同伴参与与性别类型活动、性别认同和认知之间的关系。我们研究了54名10-13岁的先天性肾上腺增生（CAH）女孩，她们的产前雄激素暴露程度不同：40名患有经典CAH （C-CAH）的女孩暴露于高水平的产前雄激素，14名患有非经典CAH （NC-CAH）的女孩暴露于低水平的、女性典型的产前雄激素。家庭访谈和问卷调查提供了性别活动兴趣和参与、性别认同和性别认知的评估。在7天的时间里，每天打电话评估花在性别活动上的时间以及与同伴相处的时间。同时患有C-CAH和NC-CAH的女孩与女孩的互动多于与男孩的互动，没有显著的组差异。两组在性别认同或性别认知方面没有显著差异，但与NC-CAH的女孩相比，C-CAH的女孩花在男性类型活动上的时间更多，花在女性类型活动上的时间更少。花在女孩身上的时间反映了性别认同/认知和性别类型活动的直接影响，以及产前雄激素（CAH类型）通过性别类型活动的间接影响。我们的研究结果扩展了产前雄激素对性别特征的不同影响，以及性别同伴互动反映了行为兼容性和对性别的感受和认知的综合影响。该研究还显示了自然实验在测试性别发展假设方面的价值。
A key question in understanding gender development concerns the origins of sex segregation. Children’s tendencies to interact with same-sex others have been hypothesized to result from gender identity and cognitions, behavioral compatibility, and personal characteristics. We examined whether prenatal androgen exposure was related to time spent with boys and girls, and how that gendered peer involvement was related to sex-typed activities and gender identity and cognitions. We studied 54 girls with congenital adrenal hyperplasia (CAH) aged 10–13 years varying in degree of prenatal androgen exposure: 40 girls with classical CAH (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical CAH (NC-CAH) exposed to low, female-typical, prenatal androgens. Home interviews and questionnaires provided assessments of gendered activity interests and participation, gender identity, and gender cognitions. Daily phone calls over seven days assessed time spent in gendered activities and with peers. Girls with both C-CAH and NC-CAH interacted more with girls than with boys, with no significant group differences. The groups did not differ significantly in gender identity or gender cognitions, but girls with C-CAH spent more time in male-typed activities and less time in female-typed activities than did girls with NC-CAH. Time spent with girls reflected direct effects of gender identity/cognitions and gender-typed activities, and an indirect effect of prenatal androgens (CAH type) through gender-typed activities. Our results extend findings that prenatal androgens differentially affect gendered characteristics and that gendered peer interactions reflect combined effects of behavioral compatibility and feelings and cognitions about gender. The study also shows the value of natural experiments for testing hypotheses about gender development.
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