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Antecedents of toddler gender segregation: Cognitive consonance, gender-typed toy preferences and behavioral compatibility

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Abstract

This study examined 3 possible antecedents of toddler gender segregation: segregating children were hypothesized to exhibit more gender awareness, gender-typed toy preferences, and gender-typed compatible play styles than their non-segregating peers. Fifty-seven, primarily White, toddlers (28 males, 29 females) with a mean age of 35 months were observed in free play to determine their degree of same-gender peer preferences and gender-typed toy preferences. Teacher ratings of the children's play styles, and the children's knowledge of gender identity, and gender role awareness were also examined. Forty-two (21% of males and 62% of females) children played with same-gender peers at above chance levels during free play, with more girls segregating than boys. There were no differences between gender segregating and non-segregating children regarding gender-typed toy preferences or gender awareness. There were differences in teachers' ratings such that the gender segregating girls were seen as the most socially sensitive, and gender segregating boys were seen as more active and disruptive then the other children. These findings are interpreted as providing support for the compatible play style explanation of gender segregation, but the gender awareness and gender-typed toy preference hypotheses were not supported.

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Authors and Affiliations

  1. Department of Psychology, Concordia University, PY 146, 7141 Sherbrooke St. W., H4B 1R6, Montreal, PQ, Canada

    Lora C. Moller & Lisa A. Serbin

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  1. Lora C. Moller
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  2. Lisa A. Serbin
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Additional information

This research was partially supported by grants from the Social Sciences and Humanities Research Counsel of Canada and the Fonds Pour la Formation de Chercheures et L'aide a la Recherche of the Ministry of Education of Quebec.

The authors would like to thank the staff, students and parents of the Rainbow Preschool and the St. Andrews Preschool for their cooperation, and also, Judi Gulko, Wendy Seifert, Lisa Bedard, Sharon McKeown, Ina Grey, Lorrie Sippola, and Ivan Fernandez for their help in collecting and coding the data. Kim Powlishta also provided helpful insights regarding statistical analyses. Also, we would like to thank the anonymous reviewer for helpful comments.

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Moller, L.C., Serbin, L.A. Antecedents of toddler gender segregation: Cognitive consonance, gender-typed toy preferences and behavioral compatibility. Sex Roles 35, 445–460 (1996). https://doi.org/10.1007/BF01544131

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