Abstract
Both children's explicit gender knowledge and implicit thtorits of gender can bt profitably examined as part of a cognitive approach to the development and maintenance of gender segregation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 35-51 |
| Number of pages | 17 |
| Journal | New directions for child and adolescent development |
| Volume | 1994 |
| Issue number | 65 |
| DOIs | |
| State | Published - 1994 |
ASJC Scopus subject areas
- Social Psychology
- Developmental and Educational Psychology