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Gender-Biased Attitudes and Attributions Among Young Italian Children: Relation to Peer Dyadic Interaction

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Abstract

In the present study, we examined gender-based social cognitions (i.e., global liking and trait attributions) related to observed dyadic peer interactions with same- and other-gender peers in a sample of young children from a large city in central Italy (N = 151; M age = 56.54 months). A multi-method procedure was used including observations of naturally occurring peer interactions and child reports of gender cognitions. Results showed that children interacted more in same-gender dyads than in other-gender dyads (i.e., gender segregation) and viewed same-gender peers more positively than other-gender peers (i.e., gender bias). However, this ingroup bias was found to be stronger for girls than for boys. In addition, findings revealed that for girls only, global liking and positive attributions were related to observed peer dyadic interactions. Specifically, girls who reported higher liking towards same-gender peers were observed to interact more in same-gender dyads. Moreover, the more girls reported liking same-gender peers and the more they viewed them as having positive characteristics, the less girls interacted in other-gender dyads. This result was consistent with our hypothesis about the relationship between gender cognitions and children’s peer interactions. Overall, these findings extend knowledge about the development of gender biases as early as preschool age and the role of gender cognitions on social interactions among young children.

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Acknowledgments

This manuscript and the data reported are part of the first author’s Doctoral Thesis, conducted under the supervision of the third author. The authors would like to thank the CARE project staff from T. Denny Sanford School of Social and Family Dynamics and in particular Dr. Priscilla Globe for her advice and contributions to data coding. We express our appreciation to the preschool director Oriana Samperi, for allowing us to carry out this project. We are grateful to all children who participated in the study, and to parents, teachers and school staff for their cooperation. Thanks are also given to undergraduate students from La Sapienza, University of Rome, who contributed to this project.

Compliance with Ethical Standards and Informed Consent

I certify that we have complied with the APA ethical principles regarding research with human participants in this manuscript. Informed consent was obtained from the parents of all individual participants included in the study.

Conflict of Interest

The authors have no conflicting financial interests to declare.

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Authors and Affiliations

  1. Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi,78, 00185, Rome, Italy

    Corinna Gasparini, Stefania Sette & Emma Baumgartner

  2. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Box 873701, Tempe, AZ, 85287-3701, USA

    Carol Lynn Martin & Richard A. Fabes

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  1. Corinna Gasparini
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  2. Stefania Sette
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Correspondence to Corinna Gasparini.

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Gasparini, C., Sette, S., Baumgartner, E. et al. Gender-Biased Attitudes and Attributions Among Young Italian Children: Relation to Peer Dyadic Interaction. Sex Roles 73, 427–441 (2015). https://doi.org/10.1007/s11199-015-0526-5

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