Gender development and gender effects

Nancy Eisenberg; Carol Lynn Martin; Richard A. Fabes

doi:10.4324/9780203053874-19

Gender development and gender effects

Nancy Eisenberg, Carol Lynn Martin, Richard A. Fabes

Research output: Chapter in Book/Report/Conference proceeding › Chapter

37 Scopus citations

Abstract

How do children learn to perceive and label themselves as boys or girls? Why do boys play with other boys and avoid girls' Do girls and boys differ in their mathematical and verbal skills? In psychological and educational theory and research, these questions are representative of the many and diverse issues concerning gender development and gender effects. One large set of issues concerns the origins and development of children's gender identity, gender stereotypes, and genderrelated behaviors and personality characteristics. Another, larger body of research pertains to issues regarding differences between males and females in behaviors, characteristics, and psychological processes (e.g., preferences, attributional biases). A third set of issues concerns the constructs of masculinity, femininity, and androgyny and their relation to behavior and mental health (see Huston, 1983).

Original language	English (US)
Title of host publication	Handbook of Educational Psychology
Publisher	Taylor and Francis
Pages	358-396
Number of pages	39
ISBN (Electronic)	9781136500244
ISBN (Print)	0805850805
DOIs	https://doi.org/10.4324/9780203053874-19
State	Published - Jan 1 2013

ASJC Scopus subject areas

General Social Sciences

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10.4324/9780203053874-19

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Gender development and gender effects

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