Self-Socialization of Gender in African American, Dominican Immigrant, and Mexican Immigrant Toddlers

Kristina M. Zosuls, Diane N. Ruble, Catherine Tamis-Lemonda

Research output: Contribution to journalArticle

Abstract

This article advances a self-socialization perspective demonstrating that children's understanding of both gender categories represents an intergroup cognition that is foundational to the development of gender-stereotyped play. Children's (N = 212) gender category knowledge was assessed at 24 months and play was observed at 24 and 36 months. Higher levels of gender category knowledge and, more specifically, passing multiple measures of knowledge of both gender categories at 24 months was related to increases in play over time with gender-stereotyped toys (doll, truck), but not gender-stereotyped forms of play (nurturing, motion). In contrast to the long-standing focus on self-labeling, findings indicate the importance of intergroup cognitions in self-socialization processes and demonstrate the generalizability of these processes to a diverse sample.

Original languageEnglish (US)
Pages (from-to)2202-2217
Number of pages16
JournalChild Development
Volume85
Issue number6
DOIs
StatePublished - Nov 1 2014

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self-socialization
Socialization
African Americans
immigrant
gender
Cognition
cognition
Play and Playthings
toy
Motor Vehicles
American

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health
  • Education
  • Medicine(all)

Cite this

Self-Socialization of Gender in African American, Dominican Immigrant, and Mexican Immigrant Toddlers. / Zosuls, Kristina M.; Ruble, Diane N.; Tamis-Lemonda, Catherine.

In: Child Development, Vol. 85, No. 6, 01.11.2014, p. 2202-2217.

Research output: Contribution to journalArticle

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