Effects of sex and birth order on sex-role development and intelligence among kindergarten children.

Abstract

Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten Children, Role Perception, *Sex (Characteristics), *Sex Differences, Social Development, *Social Differences, *Socialization The authors investigate MacDonald's (1969) hypothesis that a sex by birth order interaction should be observed in measures related to sex typing. Since first borns are more thoroughly socialized, MacDonald reasons, and since parental expectations differ according to the child's sex, then first born boys and girls on sex typed variables. Forty-seven male and 46 female white, middle class, kindergarten children were measured on numerous sex typing indices: (1) a modified version of Brown's It Scale; (2) Draw-A-Person; (3) Toy preferences; (4) Game Preferences; (5) Occupational Preferences; (6) Sex Role Adoption Ratings; (7) Sociometric Play Observations; (8) Child's Perception of Parental Dominance and Power; (9) Primary Mental Abilities; and (10) Peer Preferences. Hypothesized birth order differences were not observed for measures of sex role orientation, adoption, and preferences. Significant sex by birth order actions were observed on several less crucial measures. A modification of the hypothesis is thus suggested. (TL) EFFECTS OF SEX AND BIRTH ORDER ON SEX ROLE DEVELOPMENT AND INTELLIGENCE IN KINDERGARTEN CHILDREN1 Luis M. Laosa and Jere E. Brophy The University of Texas at Austin U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY Footnote ( To Title) 1 The authors wish to thank teachers Mary Elder, Jo Ann Williamson, and Robert Williamson for their willing cooperation and help. Appreciation is also extended to Bitsy Brumage, Carolyn Evertson, Susan Florence, Dr. Dwain Hearn, Sylvia Hearn, Peter Jennings, Doug Kleiber, and Kellyn Rosier for their assistance in data collection, data analysis, and manuscript preparation. Dr. Henry Biller's help in providing test instruments is also gratefully acknowledged. This report is an expanded version of a paper read at the annual meeting of the Southwestern Psychological Association, San Antonio, Texas, April, 1971. Requests for reprints may be addressed to Dr. Jere Brophy, Department of Educational Psychology, University of Texas, Austin, Texas 78712.

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