Children view people in terms of stereotypes from a young age. According to Serbin, Powlishta, and Gulko (1993), one of the first aspects of stereotyping that children learn is sex, the concept of "male" and "female." Perhaps children learn these concepts first because they are conspicuous. However, with age, children appear to believe that there are exceptions to sex-role stereotypes. Serbin et al. define this flexibility as "the extent to which a child believes that a culturally sex-stereotyped attribute, activity, or role is equally appropriate for males and females" (1993, p. 26). Stereotypical sex-role development in middle childhood and adolescence may reflect an increase in flexibility.
Children's flexibility regarding sex-typed activities and occupations reflects an increase with age, 558 children from kindergarten to six grade were interviewed individually to evaluate their flexibility in various areas. Serbin et al. (1993) used the SERI (Sex Role Learning Index) to measure stereotyping of activities and occupational roles. The subjects were shown ten drawings of objects usually associated with the male sex role (hammer, saw, rifle, shovel, stethoscope, boxing gloves, fire helmet, badge, car, bat/ball) and then with the female sex role (iron, needle and thread, desk, pitcher, stove, broom, apples/pie, dishes, baby bottle, hairbrush) and then asked if a boy, girl, or "both" would use the objects. Flexibility scores were calculated for both responses. Although generally low, Serbin et al. found an increase of "l9% in kindergarten to 36% in grade 3, then again to 46% in grade 6" (1993, p. 35). They found significant increases in grades second, third, and sixth.
Furthermore, children tend to exhibit an increased rule flexibility an increased rule flexibility with age. Carter and Patterson (l982) interviewed 97 children from kindergarten, second, fourth, and eighth grades about their conceptions of various rule topics such a toys, adult occupations, and etiquette. To assess their rule flexibility of toys, children were asked if a boy or girl could play with a toy. For occupations, they were read a brief job description. To assess etiquette, they were shown a line drawing of a table setting and asked "when we sit down to dinner at home every night, do we eat with a knife and fork or do we eat with our fingers?" (Carter and Patterson, l982, p. 816). The children were asked to state whether the rules in each area were inviolate. Results showed an increased rule flexibility as children age in all three categories. Therefore, it is more probable for older kids than younger ones "to believe that boys could play with dolls, that women could be doctors, and that people could eat with their fingers" (Carter and Patterson, l982, p. 818). This suggests that children's rule flexibility influences their beliefs in several areas.
Additionally, acquirement of self-related flexibility and attitudes about
flexibility in others shows an increase with children's age. Four hundred
seventy-nine students from grade school, junior high, and high school were
given a questionnaire. Katz and Ksansnak (l994) assessed
two areas of gender role flexibility: self-related, and attitudes towards
flexibility in others (tolerance). Subjects rated self-related preferences
in five areas (masculinity and femininity, job, domestic, leisure time,
and academic subjects). In evaluating attitudinal factors, children rated
ten activities for children and ten occupations for adults on how much they
would like to see a male or female involved in each area. Katz and Ksansnak
reported mean self-flexibility scores of 2.39, 2.78, and 2.90 for each of
the grades, and scores of 2.49, 3.05, and 3.23 for tolerance. A positive
relationship with age was noted suggesting a continued increase in flexibility
across the grade levels.
The empirical evidence introduced suggested that flexibility across middle
childhood and adolescence increases in many areas. Views on rules, sex-typed
activities and occupations, and attitudes towards self and others demonstrate
a growing belief that there are exceptions to sex-role stereotypes. In order
to provide a complete picture of se-role development, it is important for
additional research to examine factors, such as the school environment and
parents, that can influence a child's stereotypical beliefs. Also, while
both developmental periods exhibit an increase in stereotypical flexibility,
this does not mean that behavior
will show less adherence to sex roles. Future research should explore all
dimensions of sex-role development.
Carter, B., & Patterson, C.J. (l982). Sex roles as social conventions: The development of children's sex-role stereotypes. Developmental Psychology, 18, 812-824.
Katz, P.A., & Ksansnak, K.R. (l994). Developmental aspects of gender role flexibility and traditionality in middle childhood and adolescence. Developmental Psychology, 30, 272-282.
Servin, L.A., & Powlishta, K.K., & Gulko, U. (1993). The development of sex typing in middle childhood. Monographs of the Society for Research in Child Development, 58, 23-40.
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