A Cohort Sequential Look at the Development of Gender Typicality and Pressure to Conform to Gender Norms over Time

• In Event: Processes, correlates, and effects of gender-related stereotypes as they relate to aspects of gender identity.

Abstract

The pressure that individuals feel to conform to gender norms, along with their perceived gender typicality, are important components of gender identity because they are linked with wellbeing outcomes including self-esteem (Egan & Perry, 2001) and peer relationships (Martin et al., 2017). There is evidence that, even among cisgender individuals, components of gender identity change contextually (Mehta & Dementieva, 2016) and over time (Crouter, Whiteman, McHale, & Osgood, 2007). The present study adds to extant literature on the development of gender identity by tracking trends of pressure to conform to gender norms and perceived gender typicality.

The data for this project came from five different samples from the Phoenix metropolitan area:
Elementary. 467 first through fifth grade students from eight elementary schools; relatively ethnically diverse (52% White), and average household income $50-75,000.
High SES 6th grade. 378 sixth grade students (48% girls; Mage = 11.13 years; 48% White), and median household income $76-100,000.
Low SES 6th grade. 280 6th grade students (54.3 % girls; Mage = 11.44 years 44% Latina/o, and most adolescents (75.9 %) qualified for free or reduced meals.
Junior high. 338 seventh and eighth graders (46% girls Mage = 12.49 years; 42.4% Latina/o), and 47% qualified for free or reduced meals.
College. 216 college students from a variety of majors recruited from a large university campus (62% women; Mage = 20.58 years; 56% White).

Measures
Gender typicality was assessed using the five-item similarity to own and other gender scale (Martin et al., 2017). Own similarity scales ranged from α = .77-.83; other similarity scales α = .73-.78. Felt pressure from self, peers, and parents was assessed using Egan and Perry’s (2001) 12-item scale. Self α = .71-.84; Peers α = .75-.93; Parents α = .74-.87.

Results
We conducted a 2 (gender: boys and girls) X 5 (sample) between subjects ANOVA. The dependent variable was felt pressure to not be like the other gender. The ANOVA indicated a significant interaction (F = 13.16, p < .001), and follow-up analyses indicated that gender was significantly different (with boys scoring higher) on each sample except low SES sixth graders and college students (mean differences > .569, p’s < .001). Girls from the elementary and high SES sixth grade samples showed significantly higher means than girls from the other samples (mean differences > .28, p’s < .01) and boys in the elementary and junior high were significantly higher than other boys (mean differences > .19, p’s < .01).

These ANOVAs were replicated on additional variables including similarity to own gender, similarity to other gender, and pressure from different sources (self, peers, parents) (see Table 2). Results indicated patterns of fluctuation according to developmental stage and SES factors. In general, boys felt more intense pressure to conform to gender norms, but pressures wane over time for both genders. The differential influence of ethnic identities and SES status is also implicated and will be discussed.

Authors

• Matthew G Nielson, New York University Abu Dhabi
  Presenting Author

• Carol Lynn Martin, Arizona State University
  Non-Presenting Author