Abstract
This study explores whether third graders verbalize gender differences in dominance in mixed- and same-sex interaction. We tape-recorded the conversations of 43 pairs of Caucasian working-class children playing checkers in same- or mixed-sex conditions. Children appear to develop gender-differentiated speech styles. Boys brag and insult their opponents in both mixed- and same-sex conditions more often than do girls. Girls talk off-topic, interrupt, and laugh more in same-sex dyads than do boys or either, boys or girls in mixed-sex dyads. Gender differences in same-sex interaction were reflected in mixed-sex interaction. Although boys account for a larger proportion of direct requests and self-promoting speech in mixed-sex encounters, we failed to uncover substantial asymmetry in mixed-sex interaction, indicating that boys do not conversationally dominate girls in third grade. However, children were less mutually engaged in mixed-sex than in same-sex interactions, and girls especially showed less positive affect in mixed-sex dyads.
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We wish to thank the schools in southeastern Michigan that participated in this research project: Dundee Elementary, Willis Regional Elementary, and Rawsonville Elementary. We thank Audrey Ebersold, Nancy Jang, Jeffrey Jones, Beth Goodman, Tina Krugler, Helen McCloskey, Karin Nanos, Greta Rauer, Annice Siders, and Juliette Summers for their assistance in collecting, transcribing, or coding these tapes. John Simonson provided statistical and programming advice and support. The ideas presented in this paper have benefitted from discussions with Donald McCloskey, Helen McCloskey, and Marilyn Shatz. We also thank Jeff Greenberg for helpful comments on this manuscript.
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McCloskey, L.A., Coleman, L.M. Difference without dominance: Children's talk in mixed- and same-sex dyads. Sex Roles 27, 241–257 (1992). https://doi.org/10.1007/BF00289927
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DOI: https://doi.org/10.1007/BF00289927