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      Cognitive mechanisms in children's gender stereotyping: theoretical and educational implications of a cognitive-based intervention.

      1 ,
      Child development

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          Abstract

          The study was designed to test the hypothesis derived from cognitive-developmental theory that multiple classification skill plays an important role in children's gender stereotyping and in their processing of counterstereotypic gender information. Children (N = 75; 5-10 years) were matched on pretest measures of gender stereotyping and multiple classification skill and then assigned to: (1) multiple classification training using nonsocial stimuli, (2) multiple classification training using social stimuli, (3) a rule training intervention, or (4) a control intervention. Children who had acquired multiple classification skill via training with social stimuli and those children trained on rules for occupational sorting showed significantly more egalitarian responding on a subsequent measure of gender stereotyping and superior memory for counterstereotypic information embedded in stories. Additionally, children who had acquired multiple classification skill via training with nonsocial stimuli showed superior memory for counterstereotypic information, despite demonstrating no greater flexibility on the gender stereotyping measure. Both theoretical and educational implications of results are discussed.

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          Author and article information

          Journal
          Child Dev
          Child development
          0009-3920
          0009-3920
          Dec 1992
          : 63
          : 6
          Affiliations
          [1 ] Pennsylvania State University.
          Article
          10.2307/1131561
          1446556
          6b5dcea2-9ebe-4f9c-8cde-28a3842e54d4
          History

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