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  • 2018

  • Rose, Amanda J.; Smith, Rhiannon L. (2018) : Gender and peer relationships. In: Bukowski, William Michael; Laursen, Brett; Rubin, Kenneth H. (Hg.): Handbook of peer interactions, relationships, and groups.: New York: Guilford Press, S. 571-589

    Abstract: In this chapter, we provide contemporary theoretical and empirical information about the role of gender in the peer relations of children and adolescents. We begin by reviewing theoretical perspectives. These theories consider the development of sex-linked peer relationship processes and the impact of girls’ and boys’ peer relationships on their psychological adjustment. In regard to empirical research, research methods used to examine the role of gender in peer relationships are described. In addition, studies are reviewed that describe the nature of girls’ and boys’ peer relationships, including the tendency to segregate by sex and to engage in different activities. Finally, we consider the implications of girls’ and boys’ peer relationships, and their experiences in mixed-sex networks and friendships, on their emotional and behavioral adjustment. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

    Keywords: Behavioral Sciences, Emotional Adjustment, Geschlechterforschung, Gruppenverhalten, Gender, Human Sex Differences, Peer Relations, Review, social integration, Theories

  • 2016

  • Lindsey, Eric W. (2016): Same-Gender Peer Interaction and Preschoolers’ Gender-Typed Emotional Expressiveness. In: Sex Roles 75 (5-6), S. 231-242. DOI: 10.1007/s11199-016-0601-6

    DOI: https://doi.org/10.1007/s11199-016-0601-6 

    Abstract: The present study was guided by hypotheses derived from peer-socialization models of gender development that suggest preschool children’s time spent interacting with same-gender peers would be linked to gender-typed emotional expressiveness. Specifically, I predicted that girls who engaged in high levels of same-gender peer interaction would express more happiness, sadness, and fear, whereas boys who engaged in more same-gender peer interaction would express more anger. To address these hypotheses, a longitudinal study was conducted in which video recordings were made of 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) attending a University sponsored preschool program in the U.S. Southwest over a period of 2 years. Video recordings of children’s peer interactions in Years 1 and 2 were coded for involvement with same-gender peers and emotional expressiveness. Results of analyses revealed that bot h girls and boys who spent more time interacting with same-gender peers in Year 1 expressed more happiness in Year 2. Boys who spent more time interacting with same-gender peers in Year 1 displayed higher levels of anger in Year 2. Girls who spent more time interacting with same-gender peers in Year 1 displayed higher levels of sadness in Year 2. The findings support arguments made by the peer-socialization model of gender development that gender-segregated peer interaction contributes to patterns of gender-typed expression of emotions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 1

    Keywords: Einzelstudie / spezifisch, Emotional Adjustment, Gender, Geschlechterforschung, Happiness, Interaktionsforschung, Peer Relations, Preschool Students, Sex Roles
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