GENDER ROLE SOCIALIZATION IN MIDDLE CHILDHOOD

中期儿童时期的性别角色社会化

• 批准号: 2403442
• 负责人: ANN Caverly CROUTER
• 金额: $ 23.9万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-08-15 至 1999-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2403442
• 关键词: academic achievement; behavioral /social science research tag; family structure /dynamics; functional ability; human subject; interview; longitudinal human study; middle childhood (6-11); sex roles; siblings; socializations

A new generation of socialization research has begun to exploit the power inherent in designs that compare and contrast the family experiences and unfolding psychological development of siblings growing up in the "same family." The proposed longitudinal study examines the familial conditions underlying gender role socialization in middle childhood, as well as the implications of these family roles, relationships, and activities for children's sex-typed psychological characteristics and general psychosocial functioning, from two distinct angles: (1) a "between family" approach in which children are compared across families that vary in terms of parents' gender roles and the sex composition of the sibling dyad; and (2) a "within family" approach that emphasizes the differential experiences of gender role socialization for two siblings in each family. The sample includes 200 sibling pairs, evenly distributed across the four possible gender composition groups (e.g., older brother, younger sister; older brother, younger brother) and their parents. Older siblings initially will be age 10; younger siblings age 8. Data will be collected at 3 annual points of measurement such that at the third time point younger siblings will be age 10, allowing us to compare siblings' experiences: (1) at the same point in time (when siblings differ in age); and (2) when siblings are at the same age (using data collected at two different times). Data collection at each wave will involve: (1) home interviews with mother, father, older and younger siblings about family relationships, sex-typing, and psychosocial functioning (e.g., perceived competence; school achievement); and (2) a series of 7 evening telephone interviews with both siblings and parents (half with mother, half with father; 5 week days, 2 weekend days) to gather data on specific activities engaged in that day (e.g., participation in household chores; activities with mother vs. father). Hypotheses regarding the connections between family socialization experiences and children's sex-typing and psychosocial adjustment are grounded in four theoretical perspectives: social learning theory, a person-environment fit model, feminist theory, and developmentalists 'notions about the non-shared family environment.

新一代的社会化研究已经开始挖掘这种力量 固有的设计，比较和对比家庭的经验， 展开在“同一个”环境中成长的兄弟姐妹的心理发展 家人“拟议的纵向研究考察了 儿童中期潜在的性别角色社会化，以及 这些家庭角色、关系和活动对 儿童的性别心理特征和一般心理特征 社会心理功能，从两个不同的角度：（1）“家庭之间” 一种将不同家庭的儿童进行比较的方法， 父母的性别角色和兄弟姐妹的性别组成;以及 (2)“家庭内部”办法，强调 每个家庭中两个兄弟姐妹的性别角色社会化经历。 样本包括200对兄弟姐妹，平均分布在四个 可能的性别组成组（例如，哥哥、妹妹; 哥哥，弟弟，还有父母。哥哥姐姐 最初将是10岁;弟弟妹妹8岁。数据将被收集 在3个年度测量点，使得在第三个时间点 弟弟妹妹将是10岁，使我们能够比较兄弟姐妹的 经验：（1）在同一时间点（当兄弟姐妹年龄不同时）; 和（2）当兄弟姐妹在同一年龄时（使用两个月收集的数据）， 不同的时间）。每一波的数据收集将涉及：（1）家庭 与母亲、父亲、哥哥姐姐和弟弟妹妹就家庭问题进行的访谈 关系，性别类型和心理社会功能（例如，感知 能力;学业成绩）;及（2）一系列7晚电话 与兄弟姐妹和父母的访谈（一半与母亲，一半与 父亲; 5个工作日，2个周末），以收集有关具体活动的数据 在那一天参与（例如，参与家务劳动;活动 母亲VS父亲）。关于两种关系的假设 家庭社会化经历和儿童的性别类型， 心理社会适应基于四个理论视角： 社会学习理论，人与环境契合模型，女性主义理论， 以及发展主义者关于非共享家庭环境的观念。