Copeland A P, Weissbrod C S
Am J Ment Defic. 1976 Nov;81(3):280-8.
The present study was an initial attempt at understanding gender constancy in retarded children. Stories about retarded or nonretarded boys or girls were given to teachers and caretakers of retarded children and teachers of nonretarded children. The stories described children in four sex-stereotyped activities. Respondents rated each child in the stories on scales of typicality and acceptability. Results indicated that, while nonretarded children were rated as typical when engaging in sex-appropriate, desirable play activities, retarded children were rated as typical when engaging in undesirable activities, regardless of sex appropriateness. Different professional groups appeared to use different criteria when judging the children in the stories.
本研究是了解智障儿童性别恒常性的初步尝试。关于智障或非智障男孩或女孩的故事被提供给智障儿童的教师和照料者以及非智障儿童的教师。这些故事描述了孩子们参与的四种性别刻板活动。受访者根据典型性和可接受性量表对故事中的每个孩子进行评分。结果表明，虽然非智障儿童在参与符合性别规范、令人向往的游戏活动时被评为典型，但智障儿童在参与不良活动时被评为典型，而不论活动是否符合性别规范。不同专业群体在评判故事中的孩子时似乎使用了不同的标准。
