最后一根粉色稻草儿童和父母对性别不一致的判断。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Kingsley M Schroeder, Megan Fulcher
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引用次数: 0

摘要

性别不符(GNC)男孩经常会引起同伴和成年人的负面反应。然而,目前还不清楚不符合性别的哪些方面会引起负面的社会后果。对同伴评价影响最大的是外表特征、活动兴趣还是性格特征?67 名 6-11 岁的儿童和他们的父母与一个磁性纸娃娃进行了互动,这个纸娃娃是一个 GNC 男孩,身上有女性化的外表特征、活动兴趣和特质。参与者可以用身体移除女性特征和/或添加男性和中性特征,以帮助 GNC 男孩与男孩交朋友。参与者(1) 更倾向于改变外貌和活动,而较少改变特质;(2) 更倾向于去除女性特质,而不是增加男性和中性特质。属性类型和性别之间的相互作用在父母和孩子之间存在差异。研究结果表明,为减少对 GNC 男孩的歧视而采取的干预措施应侧重于减少对基于外貌和活动的不一致的偏见。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The last pink straw: Children's and parents' judgements about gender nonconformity.

Gender nonconforming (GNC) boys often elicit negative reactions from peers and adults. However, it is unclear which aspects of nonconformity evoke negative social consequences. Are appearance characteristics, activity interests, or traits most impactful for peers' evaluations? Sixty-seven 6- to 11-year-old children and their parents interacted with a magnetic paper doll of a GNC boy who was displayed with feminine appearance characteristics, activity interests, and traits. Participants were allowed to physically remove feminine attributes and/or add masculine and neutral attributes to help the GNC boy make friends with boys. Participants were (1) more likely to change appearance and activities and less likely to change traits and (2) more likely to remove feminine attributes than add masculine and neutral attributes. Interactions between attribute type and gender differed across parents and children. Results suggest that interventions to reduce discrimination towards GNC boys should focus on reducing prejudice towards appearance- and activity-based nonconformity.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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