Challenging Gender Stereotypes: The Role of Theory of Mind

• In Event: Poster Session 8
  In Poster Session: Diverse Issues in Human Development

Abstract

During preschool, children’s awareness of gender stereotypes increases and children develop theory of mind (ToM). Children (3-6 years) evaluated someone who wanted to challenge the peer group’s gender stereotypes. Participants with false belief ToM competence were more likely to expect their peers would challenge the group’s stereotypes and suggest a non-stereotypic toy. Further, participants with ToM were more favorable towards these group members. Participants without ToM did not differentiate between their own and the group’s favorability toward these non-conforming members, but those with ToM competence asserted that they would be more favorable to the non-conforming members than would the peer group. Results reveal the importance of perspective-taking in challenging stereotypes, which suggests that teachers should help children consider others’ perspectives.

Authors

• Kelly Lynn Lynn Mulvey, University of South Carolina

• Michael T. Rizzo, University of Maryland - College Park

• Melanie Killen, University of Maryland - College Park