Objective To analyze the association between masculine and feminine traits, gender role in students and family factors, and to provide a scientific basis for promoting the healthy development of children and adolescents’ gender role.
Methods Cluster random sampling method was used to selected 823 students from 2 schools of Xiamen in May, 2018, participants were asked to report individual masculine and feminine traits through the Child’s Sex Role Inventory, and then gender role was divided into four types (masculine, feminine, androgynous, undifferentiated). Non-parametric tests, generalized linear model, and Logistic regression model were used to explore the association between masculine and feminine traits, gender role and family factors.
Results Compared with the boys from the nuclear family, the masculine traits were lower in boys of other families by 0.282 (95% CI = -0.452–-0.110), and the feminine traits were also lower by 0.192 (95% CI = -0.369–-0.014). Compared with boys of middle socioeconomic status (SES), the masculine traits of boys from low SES decreased by 0.157 (95% CI = -0.286–-0.029), and the feminine traits decreased by 0.140 (95% CI = -0.274–-0.005). The proportion of androgynous in boys from other families was significantly lower than boys from the nuclear family ( OR = 0.45, 95% CI = 0.21–0.94), with the proportion of undifferentiated significantly higher than nuclear family 2.33 (95% CI = 1.22–4.44). The proportion of androgynous in boys from low SES was significantly lower than boys from middle SES ( OR = 0.59, 95% CI = 0.35–0.99), with the proportion of undifferentiated significantly higher than middle SES 1.62 (95% CI = 1.00–2.65). Among girls, the differences in masculine and feminine traits and gender role of different family factors were not statistically significant ( P > 0.05).
Conclusion The masculine and feminine traits and gender role in students are associated with family structures and socioeconomic status, especially in boys. Therefore, the family environment is an important factor affecting children’s gender role, and the healthy development of children’s gender role needs parents’ attention and correct guidance.
【摘要】 目的分析厦门市小学生性别特质得分和性别角色类型与家庭因素的关联, 为促进儿童青少年性别角色健康发 展提供科学依据。 方法采取整群抽样的方法, 于2018年5月在厦门市2所九年一贯制学校开展调査, 纳人823名小学 生作为研究对象, 通过儿童性别角色量表(CSRI)调査小学生男女性特质得分和性别角色类型(男性化、女性化、双性化、未 分化), 采用非参数检验、广义线性模型以及Logistic回归分析不同性别小学生男女性特质得分、性别角色类型与家庭因素 的关联。 结果与一般核心家庭的男生相比, 其他家庭的男生男性特质得分降低了 0.282分(95% CI = -0.452~-0.110), 女 性特质得分降低了 0.192分(95% CI = -0.369~-0.014);与家庭社会经济地位中等的男生相比, 家庭社会经济地位较低的男 生男性特质得分降低了 0.157分(95% CI = -0.286~-0.029), 女性特质得分降低了 0.140分(95% CI = -0.274~-0.005)。其 他家庭男生的双性化比例远低于一般核心家庭( OR = 0.45, 95% CI = 0.21~0.94), 未分化比例是一般核心家庭的2.33倍 (95% CI = 1.22~4.44);家庭社会经济地位较低的男生双性化比例低于家庭社会经济地位中等男生( OR = 0.59, 95% CI = 0.35~0.99), 而未分化比例为家庭社会经济地位中等的1.62倍(95% CI = 1.00~2.65)。在女生中, 不同家庭因素的性别特 质得分和性别角色类型的差异均无统计学意义( P值均>0.05)。 结论小学生的男女特质得分、性别角色类型与家庭结 构、家庭社会经济地位有关, 尤其是在男生中。因此家庭环境是儿童性别角色的重要影响因素, 儿童性别角色的健康发展 需要家长的关注和正确引导。