Corby Brooke C, Hodges Ernest V E, Perry David G
Department of Psychology, Florida Atlantic University, Boca Raton, FL 33431, USA.
Dev Psychol. 2007 Jan;43(1):261-6. doi: 10.1037/0012-1649.43.1.261.
The generality of S. K. Egan and D. G. Perry's (2001) model of gender identity and adjustment was evaluated by examining associations between gender identity (felt gender typicality, felt gender contentedness, and felt pressure for gender conformity) and social adjustment in 863 White, Black, and Hispanic 5th graders (mean age = 11.1 years). Relations between gender identity and adjustment varied across ethnic/racial groups, indicating that S. K. Egan and D. G. Perry's model requires amendment. It is suggested that the implications of gender identity for adjustment depend on the particular meanings that a child attaches to gender (e.g., the specific attributes the child regards as desirable for each sex); these meanings may vary across and within ethnic/racial groups. Cross-ethnic/racial investigation can aid theory building by pointing to constructs that are neglected in research with a single ethnic/racial group but that are crucial components of basic developmental processes.
通过考察863名五、年级白人、黑人及西班牙裔学生（平均年龄 = 11.1岁）的性别认同（感觉性别典型性、感觉性别满意度及感觉性别遵从压力）与社会适应之间的关联，对S.K.伊根和D.G.佩里（2001年）的性别认同与适应模型的普遍性进行了评估。性别认同与适应之间的关系在不同种族/族裔群体中存在差异，这表明S.K.伊根和D.G.佩里的模型需要修正。有人提出，性别认同对适应的影响取决于儿童赋予性别的特定意义（例如，儿童认为每种性别所期望的具体特质）；这些意义在不同种族/族裔群体之间以及群体内部可能会有所不同。跨种族/族裔调查可以通过指出在单一种族/族裔群体的研究中被忽视但却是基本发展过程关键组成部分的构念来帮助理论构建。
