MALE ADULTS AND CHILD GENDER-STEREOTYPED BEHAVIOR

扩大儿童性别角色选择的必要性一直是 最近的一些调查结果表明， 传统的、僵化的性别角色社会化对女性的负面影响， 男孩和女孩。 在最近的一系列研究中， 儿童的性别陈规定型行为，目前 调查人员意外地发现， 在引出性别方面比女性有效得多 孩子们的传统行为。 建议的目的 研究计划是探索影响这一点的参数 以更直接、更系统的方式发挥作用。 的概念 描述这些参数及其关系的模型 提供了进行研究的依据。 本研究以中年级儿童为研究对象， 学校 这些研究将使我们能够评估 “男考官效应”以及具体条件下， 它的发生，以及可能与之相关的变量。 前两项研究关注的是男性和女性成年人 与孩子互动的方式，以及什么样的性别- 角色归属归因于他们。 这些研究将获得 关于男性是否被视为 更加强化和/或强大，以及这种看法是否 与考官行为的变化相互作用，如程度 温暖和性别角色传统的程度。 第三项研究 将探讨男性的有效性是否仅限于 强化与异性相关的物体，或者 也影响到同性和中性的联系。 的 第四项研究将着眼于新奇作为一个因素， 被发现可以增加成年人的注意力和记忆力。 如果 新奇是一个因素，有男老师的孩子可能会少 更容易受到男性考官的影响。 最后一项研究将探讨儿童对性别的敏感性- 传统的沟通作为检查者和 学科特色 儿童先前存在的性别角色 在这项研究中，将评估他们的偏好， 父母作为性别角色社会化者的看法。 此外，男性和女性考官是否表达了 性别-传统或非传统利益将各不相同。 的 在这些研究中获得的累积数据将有助于 社会化过程的理论知识， 关于如何更有效地规划的实用信息 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.