Work

Challenging gender stereotypes: Theory of mind and peer group dynamics

Year: 2015

Type: article

Abstract: To investigate the social cognitive skills related to challenging gender stereotypes, children (N = 61, 3-6 years) evaluated a peer who challenged gender stereotypic norms held by the peer's group. Participants with false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group's stereotypes and propose that the group engage in a non-stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group's evaluation of challenges to the group's stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social-cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one's own and other group perspectives.

Source: Developmental Science

DOI: 10.1111/desc.12345

Authors: Kelly Lynn Mulvey, Michael T. Rizzo, Melanie Killen

Institution: University of South Carolina

Language: English

Topic: Child and Animal Learning Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funders: American Psychological Foundation, University of Maryland, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: Training Program in Social Development