Shutts Kristin, Kenward Ben, Falk Helena, Ivegran Anna, Fawcett Christine
Department of Psychology, University of Wisconsin-Madison, Madison, WI 53706, USA.
Department of Psychology, Oxford Brookes University, Oxford OX3 0BP, UK; Department of Psychology, Uppsala University, 751 42 Uppsala, Sweden.
J Exp Child Psychol. 2017 Oct;162:1-17. doi: 10.1016/j.jecp.2017.04.014. Epub 2017 May 25.
To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N=80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender.
为了测试早期社会环境如何影响儿童对性别的认知，瑞典一个大城市中心区80名3至6岁的儿童参加了性别中立或传统的学前教育项目，他们完成了旨在评估其基于性别的社会偏好、刻板印象和自动编码的测评。与传统幼儿园的儿童相比，性别中立学校中有更大比例的儿童对与不熟悉的其他性别的儿童玩耍感兴趣。此外，在性别刻板印象测评中，就读于性别中立幼儿园的儿童得分低于就读于传统幼儿园的儿童。然而，性别中立学校的儿童自动编码他人性别的可能性并不低。研究结果表明，性别中立教学法对儿童如何看待和感受不同性别的人有适度影响，但可能不会影响儿童自发注意性别的倾向。
