Testing the prenatal hormone hypothesis of tic-related disorders: Gender identity and gender role behavior

Forenames serve as proxies for gender labels that activate gender stereotypes and gender socialization. Unlike rigid binary gender categories, they differ in the degree to which they are perceived as “masculine” or “feminine.” We examined the novel hypothesis that the ability of a forename to signal gender is associated with gender role behavior in women (n = 215) and men (n = 127; M = 19.32, SD = 2.11) as part of a larger study evaluating forenames used in resume research. Compared to individuals endorsing a “gender-strong” forename, those perceiving their forename as relatively “gender-weak” reported less gender-typical childhood social behavior and a weaker expression of gender-linked personality traits. Our findings suggest that forenames strengthen or weaken gender socialization, gender identification, and so contribute to the variable expression of gender role behavior within binary gender groups.

Download Full-text

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE GENDER IDENTITY FORMATION AT THE STAGE OF PRESCHOOL

Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta ◽

10.37386/2413-4481-2021-4-70-76 ◽

2021 ◽

pp. 70-76

Author(s):

E.S. Praizendorf ◽

◽

I.S. Morozova ◽

Keyword(s):

Gender Identity ◽

Gender Role ◽

Identity Formation ◽

Important Condition ◽

Role Behavior ◽

Gender Role Behavior ◽

Spatial Environment

The article reveals the features of the cognitive, emotional and behavioral components of preschoolers’ gender identity. An important condition for the formation of gender identity is the qualitative content of the developing subject-spatial environment. Psychological and pedagogical support for the formation of gender identity at the stage of preschool childhood is to create conditions for the successful assimilation of gender-role behavior in the play activities of preschoolers.

Download Full-text

Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)

E3S Web of Conferences ◽

10.1051/e3sconf/202125810022 ◽

2021 ◽

Vol 258 ◽

pp. 10022

Author(s):

Ramziya Mardashova ◽

Tatyana Garnysheva ◽

Zemfira Sharafetdinova ◽

Elena Konovalova ◽

Gulnara Khakimova ◽

...

Keyword(s):

Gender Identity ◽

Gender Role ◽

Practical Significance ◽

School Age ◽

Educational Organizations ◽

Gender Behavior ◽

Role Behavior ◽

Gender Role Behavior ◽

Theoretical Significance ◽

Behavior Based

The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.

Download Full-text