CHILDREN'S GENDER-TYPED PERCEPTIONS OF PHYSICALACTIVITY: CONSEQUENCES AND IMPLICATIONS

Barbara J. Mead · Arlene A. Ignico

15 citations0/0 files storedPerceptual and Motor Skills

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Gender Roles and Identity Studies Physical Education and Pedagogy Sports, Gender, and Society

Abstract

This paper provides an expanded discussion of issues raised in our 1990 experimental study, with particular focus upon the differential cognitive, affective, and psychomotor consequences to girls and boys of gender-typed, sex-segregated play. Evidence is provided that, as agents of socialization, teachers and schools can enlist practices and provide structure to foster cross-sex interaction and behavior. Nonstereotypical play is advocated so that each sex can enjoy the benefits typically accruing only to the opposite; correspondingly, and in light of a society not yet gender-aschematic, psychological androgyny is invoked as the developmental ideal.

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References

1974The measurement of psychological androgyny.1983Megatrends: Ten new directions transforming our lives 1990Gender Role Stereotypes, Expectancy Effects, and Parents' Socialization of Gender Differences 1988Gender as a social category.1985Gender differences across age in motor performance: A meta-analysis.1982Cognitive styles: Essence and origins 1979Psychology of motor behavior and sport - 1978 1976Sex Differences in the Games Children Play

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1993Relationship between Children's and Parents' Stereotyping of Physical Activities 2003Gender Messages in Parenting Magazines

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