title: Differing levels of gender salience in preschool classrooms: effects on children's gender attitudes and intergroup bias.
abstract: Developmental intergroup theory posits that when environments make social-group membership salient, children will be particularly likely to apply categorization processes to social groups, thereby increasing stereotypes and prejudices. To test the predicted impact of environmental gender salience, 3- to 5-year-old children (N = 57) completed gender attitude, intergroup bias, and personal preference measures at the beginning and end of a 2-week period during which teachers either did or did not make gender salient. Observations of peer play were also made at both times. After 2 weeks, children in the high- (but not low-) salience condition showed significantly increased gender stereotypes, less positive ratings of other-sex peers, and decreased play with other-sex peers. Children's own activity and occupational preferences, however, remained unaffected.
authors.affiliation: Department of Psychology, The Pennsylvania State University, University Park, PA 16802, USA. hilliard@psu.edu
authors.forename: Lacey J
authors.initials: LJ
authors.lastname: Hilliard
authors.forename: Lynn S
authors.initials: LS
authors.lastname: Liben
mesh_terms: D001290:Attitude; D002657:Child Development; D002675:Child, Preschool; D005178:Faculty; D005260:Female; D005783:Gender Identity; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D009483:Neuropsychological Tests; D010379:Peer Group; D010988:Play and Playthings; D011287:Prejudice; D012933:Social Identification; D012938:Social Perception; D013240:Stereotyping