MALE ADULTS AND CHILD GENDER-STEREOTYPED BEHAVIOR

扩大儿童性别角色选择的需要一直是 最近的一些研究结果表明， 传统的、僵化的性别角色社会化对 男孩和女孩们。在最近的一系列研究中试图修改 当前儿童中的性别刻板印象行为 调查人员出人意料地发现，男性测试者 在引出性别方面比女性有效得多-- 儿童的传统行为。建议的目的是 研究计划是探索影响这一点的参数 以更直接和更系统的方式发挥作用。概念性的 描述这些参数及其关系的模型 为将要进行的研究提供了理论基础。 一系列的五项研究被提出，使用的是中年级的儿童 学校。这些研究将使我们能够评估 “男性主考官效应”，以及指明下列条件 它发生的原因以及可能与之相关的变量。这个 前两项研究关注的是成年男性和女性 与儿童互动被视为，以及哪种性别- 角色归属归因于他们。这些研究将获得 与男性是否被视为 更强化和/或更强大，以及这种观念是否 与考官行为的变化进行互动，如学位 热情和性别角色传统性的水平。第三项研究 将探讨男性的有效性是否仅限于 加强与异性相关的物体，或者它是否 也会影响同性和中性协会。这个 第四项研究将考察新颖性作为一个因素的作用 研究发现，这会增加成年人的注意力和记忆力。如果 新鲜感是一个因素，有男老师的孩子可能会更少 比起有女教师的考官，男性考官更容易受到影响。 最后一项研究将探索儿童对性别的敏感度。 作为考官和考官两者的功能的传统交流 学科特点。儿童先前存在的性别角色 这项研究将评估他们的偏好，以及他们的 认为他们的父母是性别角色社交的人。 此外，无论男性和女性主考员是否表示 性别--传统或传统的兴趣将是不同的。这个 将在这些研究中获得的累积数据将有助于 既有关于社会化过程的理论知识，也有 关于如何更有效地计划的实用信息 干预努力。

The need for broadening children's gender-role options has been highlighted by a number of recent findings demonstrating the negative effects of traditional, inflexible sex-role socialization on boys and girls. In a recent series of studies attempting to modify gender-stereotypical behavior in children, the present investigators found, unexpectedly, that male testers are considerably more effective than females in eliciting gender- atraditional behavior from children. The purpose of the proposed research program is to explore the parameters influencing this effect in a more direct and systematic fashion. A conceptual model delineating these parameters and their relationships provides the rationale for the studies to be conducted. A series of five studies is proposed, using children in middle grade school. These studies will permit us to assess the generality o the "male examiner effect" as well as to specify the conditions under which it occurs, and variables which may be related to it. The first two studies are concerned with how male and female adults interacting with children are viewed, and what kinds of gender- role ascriptions are attributed to them. These studies will obtain data pertinent to the issues of whether males are perceived as more reinforcing and/or powerful, and whether such perceptions interact with variations in the examiner's behavior, such as degree of warmth and level of gender-role traditionality. The third study will explore whether the effectiveness of males is limited to the reinforcement of opposite-sex associated objects, or whether it affects same-sex and gender-neutral associations as well. The fourth study will look at the role of novelty as a factor that has been found to increase both attention and recall in adults. If novelty is a factor, children with male teachers may be less susceptible to a male examiner than those with female teachers. The final study will explore a child's susceptibility to gender- atraditional communication as a function of both examiner and subject characteristics. The child's pre-existing gender-role preferences will be assessed in this study, together with their perceptions about their parents as gender-role socializers. Additionally, whether male and female examiners express either gender-traditional or atraditional interests will be varied. The cumulative data to be obtained in these studies will contribute both theoretical knowledge about socialization processes, and practical information about how to plan more effective intervention efforts.