Although various theories describe mechanisms leading to differential parenting of boys and girls, there is no consensus about the extent to which parents do treat their sons and daughters ...differently. The last meta-analyses on the subject were conducted more than fifteen years ago, and changes in gender-specific child rearing in the past decade are quite plausible. In the current set of meta-analyses, based on 126 observational studies (15,034 families), we examined mothers' and fathers' differential use of autonomy-supportive and controlling strategies with boys and girls, and the role of moderators related to the decade in which the study was conducted, the observational context, and sample characteristics. Databases of Web of Science, ERIC, PsychInfo, Online Contents, Picarta, and Proquest were searched for studies examining differences in observed parental control of boys and girls between the ages of 0 and 18 years. Few differences were found in parents' use of control with boys and girls. Parents were slightly more controlling with boys than with girls, but the effect size was negligible (d = 0.08). The effect was larger, but still small, in normative groups and in samples with younger children. No overall effect for gender-differentiated autonomy-supportive strategies was found (d = 0.03). A significant effect of time emerged: studies published in the 1970s and 1980s reported more autonomy-supportive strategies with boys than toward girls, but from 1990 onwards parents showed somewhat more autonomy-supportive strategies with girls than toward boys. Taking into account parents' gender stereotypes might uncover subgroups of families where gender-differentiated control is salient, but based on our systematic review of the currently available large data base we conclude that in general the differences between parenting of boys versus girls are minimal.
This study examined whether the contact emerging adults have with same‐gender and other‐gender friends, and other‐gender romantic partners is associated with their sexist and gender‐inequality ...beliefs, and whether these associations are moderated by their gender or gender contentedness (feeling content with one's gender). Dutch emerging adults (N = 381, 18–25 years old, 51% female) completed an online survey. Hierarchical multiple regression analyses revealed that more other‐gender contact was associated with less gender‐inequality beliefs and with less hostile sexism in people who felt less content with their gender, but with more hostile sexism in people who feel highly content with their gender. More same‐gender contact was associated with more benevolent sexism and gender‐inequality beliefs, as well as with men's hostile sexism. Contact with romantic partners was not associated with gender‐prejudice beliefs. Thus, same‐gender contact and other‐gender contact with friends each are associated with gender prejudice, depending on gender and gender contentedness.
There is ample scientific evidence for the importance of parental gender socialization in children’s binary gender development. Surprisingly, little is known about the role of parents’ own gender ...identity in the binary gender identity development of their children. Therefore, the present study investigated the association between parents’ and children’s binary gender identity (i.e., similarity to same- and other-gender individuals) in a sample of 142 Dutch families with a child between the ages of 6 and 12 years old. The Dutch context is characterized by relatively high gender equality. Both parents and their children answered questions about their similarity to same-gender and other-gender individuals. Generalized estimating equations revealed that parents’ same-gender similarity and parents’ other-gender similarity were positively associated with their children’s same- and other-gender-similarity, respectively. In addition, more other-gender similarity in parents was associated with
less
same-gender similarity in girls, but
more
same-gender similarity in boys. Parents who reported high similarity with both genders were more likely to have children who also reported higher similarity with both genders. These findings indicate that parents’ own binary gender identity is related in general and specific ways to their children’s binary gender identity development. Parents should be made aware of their role in children’s binary gender identity development. Yet, more research on different types of gender identity in parents and their children is necessary.
There is a longstanding tradition in the Netherlands to announce the birth of a child by sending out birth announcement cards to friends and family. These cards provide a glimpse of the ‘zeitgeist’ ...over the years regarding gender through the way in which the birth of a son or a daughter is announced. The current study examined the gender-typed content of birth announcement cards from 1940 until 2019. To this end, 4669 birth announcement cards were coded based on the following categories: gender of baby, use of color, different types of images, and different types of text. Logistic regression analyses revealed that boy cards were more likely than girl cards to include blue as the dominant color, masculine descriptions of the baby, and parental expressions of pride. Girl cards were more likely than boy cards to include pink as the dominant color and images of flowers. Over time there was a decrease in the inclusion of masculine descriptions on boy cards, as well as the likelihood that fathers were mentioned before mothers. However, the expression of pride on boy cards increased over time. Overall, the amount of gender-typed content in birth announcement cards was minimal. Birth announcement cards which included gender-typed content tended to reflect gender stereotypes and different expressions for boys and girls in subtle ways that continue to reinforce gender stereotypes.
(Hetero)sexual double standards (SDS) entail that different sexual behaviors are appropriate for men and women. This meta-analysis (k = 99; N = 123,343) tested predictions of evolutionary and ...biosocial theories regarding the existence of SDS in social cognitions. Databases were searched for studies examining attitudes or stereotypes regarding the sexual behaviors of men versus women. Studies assessing differences in evaluations, or expectations, of men’s and women’s sexual behavior yielded evidence for traditional SDS (d = 0.25). For men, frequent sexual activity was more expected, and evaluated more positively, than for women. Studies using Likert-type-scale questionnaires did not yield evidence of SDS (combined M = −0.09). Effects were moderated by level of gender equality in the country in which the study was conducted, SDS-operationalization (attitudes vs. stereotypes), questionnaire type, and sexual behavior type. Results are consistent with a hybrid model incorporating both evolutionary and sociocultural factors contributing to SDS.
This article reviews and integrates research on gender-related biological, cognitive, and social processes that take place in or between family members, resulting in a newly developed gendered family ...process (GFP) model. The GFP model serves as a guiding framework for research on gender in the family context, calling for the integration of biological, social, and cognitive factors. Biological factors in the model are prenatal, postnatal, and pubertal androgen levels of children and parents, and genetic effects on parent and child gendered behavior. Social factors are family sex composition (i.e., parent sex, sexual orientation, marriage status, sibling sex composition) and parental gender socialization, such as modeling, gender-differentiated parenting, and gender talk. Cognitive factors are implicit and explicit gender-role cognitions of parents and children. Our review and the GFP model confirm that gender is an important organizer of family processes, but also highlight that much is still unclear about the mechanisms underlying gender-related processes within the family context. Therefore, we stress the need for (1) longitudinal studies that take into account the complex bidirectional relationship between parent and child gendered behavior and cognitions, in which within-family comparisons (comparing behavior of parents toward a boy and a girl in the same family) are made instead of between-family comparisons (comparing parenting between all-boy families and all-girl families, or between mixed-gender families and same-gender families), (2) experimental studies on the influence of testosterone on human gender development, (3) studies examining the interplay between biology with gender socialization and gender-role cognitions in humans.
Balanced identity theory (BIT) has played an important role in research examining women’s underrepresentation in science, technology, engineering, and mathematics (STEM). Yet, BIT’s main ...balanced-congruity principle has not been tested specifically for gender-science cognitions. Additionally, BIT’s predictions have been tested primarily from a variable-centered approach. The current study therefore examined whether (1) gender-science cognitions form a balanced identity configuration; (2) different identity profiles can be distinguished; (3) identity profiles differ in background characteristics, study motivation, and self-esteem. Dutch emerging adults (18–25 years old) enrolled in education (N = 318, 51% female) completed a gender-science Implicit Association Test (gender-science stereotypes) and questionnaires assessing felt similarity to males and females (gender identity), interest in science and liberal arts occupations (occupational self-concept), self-esteem, and study motivation and engagement. Hierarchical regression analyses revealed multiplicative interactions between gender-science stereotypes, gender identity, and occupational self-concept, providing evidence for a balanced identity configuration. Furthermore, latent profile analyses revealed three balanced identity profiles and two unbalanced profiles. Unbalanced identity profiles were characterized by non-Dutch ethnicity, lower educational level, and living independently without parents. The identity profiles did not differ in self-esteem and study motivation. Future research should examine the longer term consequences of unbalanced identity for academic and career pursuits.
This study examined whether parenthood changes gender‐role behavior and implicit gender‐role stereotypes as assessed with an Implicit Association Test in Dutch parents. In a cross‐sectional sample, ...parents were found to have more traditional gender‐role stereotypes than nonparents with a wish to have a child and nonparents without the wish to have a child. This suggests that gender‐role stereotypes increase after the transition into parenthood. In a longitudinal sample, parents were followed for 4 years after the first birthday of their youngest child. The authors found that implicit gender‐role stereotypes and behavior became increasingly traditional over time in most parents, except for the following two groups: (a) Fathers with highly traditional gender‐role stereotypes did not show change over time and (b) older, highly educated mothers who worked relatively many hours outside the home and who had an egalitarian task division at home, remained egalitarian in their gender‐role stereotypes over time.
Substantial gender disparities in career advancement are still apparent, for instance in the gender pay gap, the overrepresentation of women in parttime work, and the underrepresentation of women in ...managerial positions. Regarding the developmental origins of these gender disparities, the current study examined whether children's views about future career and family involvement were associated with children's own gender schemas (gender stereotypes, gender identity) and parents' career- and family-related gender roles. Participants were 142 Dutch families with a child between the ages of 6 and 12 years old (M = 9.80, SD = 1.48, 60% girls). The families had different compositions (1 parent, 2 parents, 1 to 3 children). Children completed a computer task assessing gender stereotypes about toys and questionnaires on gender identity (i.e., felt similarity to same- and other-gender children) and their views about future career and family involvement. Parents reported their occupation, work hours, and task division in the home, which were combined in a composite variable reflecting gender-typicality of career and family involvement. Generalized estimation equations were used to take into account dependency between family members. Results revealed that parents', and especially mothers', gender-typical career and family involvement was associated with children's gender-typical views about future career and family involvement. In addition, children's felt similarity to the same gender was associated with children's gender-typical expectations about career and family involvement. These findings suggest that parents' career, work hours, and task division in the home, together play an important role in how their children envision their future work and family roles. Children themselves also play an active role in developing this vision for the future by their own gender identity, specifically by how similar they feel to individuals of the same gender. To reduce gender disparities in the occupational and domestic domain, programs need to be designed that focus on parental role modeling in the family as well as children's gender identity development.
This study examined whether parents' attribution of their child's emotions (internalizing, externalizing) to dispositional causes is associated with children's problem behaviour (internalizing, ...externalizing). The mediating roles of parents' emotion-dismissing and -coaching reactions and the moderating role of child's gender was also examined. Participants were 241 US parents with a child (43% girls) between the ages of 5 and 7. Parents were presented with vignettes in which a gender-neutral child displayed internalizing and externalizing emotions and were asked to imagine their own child in the vignettes. Subsequently, parents indicated whether they attributed the child's emotion to dispositional causes and the likelihood of reacting in an emotion-dismissing and -coaching way in each situation. Child problem behaviour was measured using the CBCL. Results show that parental dispositional attributions were associated with child internalizing and externalizing problems, and this association was consistently mediated by emotion-dismissing reactions. The association between parental dispositional attributions and emotion-dismissing, as well as its indirect effect on child internalizing problems, was stronger for boys than for girls, whereas the indirect effect via emotion-coaching was stronger for girls than for boys. Thus, the parental attribution process seems to be different for boys and girls.
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