Group Norms for Gender Typicality Moderate the Association Between Typicality and Well-Being

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Sex, Gender

Abstract

Introduction: Research on gender identity and well-being during childhood and early adolescence has shown that individuals who perceive themselves to be typical members of their ascribed gender show higher levels of well-being than shown by other children (Martin et al., 2017; Egan & Perry, 2001). Though, many of these studies often overlook between-group differences while it is acknowledged that a basic component of a contextual analysis of gender effects is the recognition that groups can differ in the degree to which their members perceive themselves to be gender typical.
In this study we assessed between group variations in the associations between well-being and gender typicality and atypicality in three different ways. Specifically, we assessed (a) whether the association between gender typicality and gender atypicality at the level of the person and their well-being varies as a function of the level of gender typicality and atypicality at the level of the group, (b) whether gender typicality and atypicality at the level of the group was associated with group level indicators of well being, and (c) whether these dynamics varied as a function of broader group level features particularly socioeconomic status and cultural context. It was expected that the association between self-perceived social functioning and peer assessed measures of gender typicality and gender atypicality would vary as a function of the levels of typicality and atypicality assessed at the level of the peer group. We also expected to see gender (girls, boys), place (Montreal, Barranquilla), and socioeconomic differences (low SES, high SES).

Methods/Measures: Fifth- and sixth-grade boy and girls (N = 324) from two schools in Montreal and two schools in Barranquilla who represented more than 85% of the potential pool of participants completed self-report, a nomination-based sociometric, and peer-assessment measures at each of three assessment times across a four month period beginning in the first month of the school year. Three measures were used in the present study: sociometric measures assessed at T1, peer assessment measures that asked children to indicate gender typical and atypical peers in the class at T1, and a self report measure that assessed social competence at T1, T2, T3.

Results: Growth curve modeling conducted within the framework of a multilevel model provided support for our primary hypothesis: pre-adolescent peers whose own typicality complements the group typicality level showed an increase in self-perceived social functioning over the three time points and individuals who were in a classroom that had a mismatch between level of person atypicality and group typicality, increased in the outcome measure over time. No between-group differences (gender, place, SES) were found.

Conclusion: Results point to the importance of incorporating group characteristics when studying individual behaviour to better understand outcomes in development. Conclusions on feeling gender typical or atypical on one’s well-being cannot be made without taking into consideration the peer group characteristics.

Authors

• Erika Infantino, Concordia University
  Presenting Author

• William M Bukowski, Concordia University
  Non-Presenting Author