The Developmental Social Psychology of Gender, 1st Edition
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CONTENTS
Contributors ix
Preface xiii
I
Introduction 1
1
Developmental Social Psychology of Gender: An Integrative
Framework
Thomas Eckes and Hanns M. Trautner 3
II
Theoretical Approaches 33
2
An Evolutionary Life-History Model of Gender Differences and
Similarities
Douglas T. Kenrick and Carol L. Luce 35
3
Theories of Gender Socialization
Beverly I. Fagot, Carie S. Rodgers, and Mary D. Leinbach 65
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4
Cognitive Theories of Gender Development
Carol Lynn Martin 91
5
Social Role Theory of Sex Differences and Similarities: A Current
Appraisal
Alice H. Eagly, Wendy Wood, and Amanda B. Diekman 123
III
Gender Categorization and Interpersonal Behavior 175
6
Development of the Self in Gendered Contexts
Bettina Hannover 177
7
Gender Stereotypes and the Dynamics of Social Interaction
Sarah E. Zemore, Susan T. Fiske, and Hyun-Jeong Kim 207
8
Combative Children to Ambivalent Adults: The Development of
Gender Prejudice
Peter Glick, and Lori Hilt 243
9
Sexual Scripts and Heterosexual Aggression
Barbara Krahé 273
IV
Gender, Group, and Culture 293
10
Gender, Communication, and Social Influence: A Developmental
Perspective
Linda L. Carli, and Danuta Bukatko 295
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11
Gender-Role Socialization in the Family: A Longitudinal Approach
Jacquelynne S. Eccles, Carol Freedman-Doan, Pam Frome, Janis
Jacobs, and Kwang Suk Yoon 333
12
A Dual-Impact Model of Gender and Career-Related Processes
Andrea E. Abele 361
13
Gender Development in Cross-Cultural Perspective
Judith L. Gibbons 389
V
Conclusion 417
14
Putting Gender Development Into Context: Problems and Prospects
Hanns M. Trautner, and Thomas Eckes 419
Glossary 437
Author Index 449
Subject Index 465
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Hanns M. Trautner (3, 419), Department of Psychology, University of Wuppertal, D-42097 Wuppertal, Germany
Wendy Wood (123), Department of Psychology, Texas A&M University, College Station, TX 77843, USA
Kwang Suk Yoon (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Sarah E. Zemore (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
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Page ix
CONTRIBUTORS
Numbers in parantheses refer to the pages on which the authors' contributions begin.
Andrea E. Abele (361), Department of Psychology, University of Erlangen, D-91054 Erlangen, Germany
Danuta Bukatko (295), Department of Psychology, College of the Holy Cross, Worcester, MA 01610, USA
Linda L. Carli (295), Department of Psychology, Wellesley College, Wellesley, MA 02181, USA
Amanda B. Diekman (123), Department of Psychology, Northwestern University, Evanston, IL 60208-2710, USA
Alice H. Eagly (123), Department of Psychology, Northwestern University, Evanston, IL 60208-2710, USA
Jacquelynne S. Eccles (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Thomas Eckes (3, 419), Department of Psychology, University of Dresden, D-01062 Dresden, Germany
Beverly I. Fagot (65), Department of Psychology, University of Oregon, Eugene, OR 97403-1227, USA
Susan T. Fiske (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
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Carol Freedman-Doan (333), Department of Psychology, Eastern Michigan University, Ypsilanti, MI 48197, USA
Pam Frome (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Judith L. Gibbons (389), Department of Psychology, Saint Louis University, St. Louis, MO 63103, USA
Peter Glick (243), Department of Psychology, Lawrence University, Appleton, WI 54912-0599, USA
Bettina Hannover (177), Department of Psychology, University of Dortmund, D-44221 Dortmund, Germany
Lori Hilt (243), Department of Psychology, Lawrence University, Appleton, WI 54912-0599, USA
Janis Jacobs (333), Department of Human Development and Family Studies, Pennsylvania State University, University Park, PA
16802, USA
Douglas T. Kenrick (35), Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA
Hyun-Jeong Kim (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
Barbara Krahé (273), Department of Psychology, University of Potsdam, D-14415 Potsdam, Germany
Mary D. Leinbach (65), 1017 Lake Front Rd., Lake Oswego, OR 97034, USA
Carol L. Luce (35), Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA
Carol Lynn Martin (91), Department of Family Resources and Human Development, Arizona State University, Tempe, AZ
85287-2502, USA
Carie S. Rodgers (65), Department of Psychology, University of Oregon, Eugene, OR 97403-1227, USA
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Hanns M. Trautner (3, 419), Department of Psychology, University of Wuppertal, D-42097 Wuppertal, Germany
Wendy Wood (123), Department of Psychology, Texas A&M University, College Station, TX 77843, USA
Kwang Suk Yoon (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Sarah E. Zemore (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
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Hanns M. Trautner (3, 419), Department of Psychology, University of Wuppertal, D-42097 Wuppertal, Germany
Wendy Wood (123), Department of Psychology, Texas A&M University, College Station, TX 77843, USA
Kwang Suk Yoon (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Sarah E. Zemore (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
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Page xiii
PREFACE
Gender research is currently one of the most active and dynamic areas in developmental and social psychology. Since the early
1970s there has been a tremendous increase in the understanding of gender and gender-related phenomena. The advances that
have been made in theory and methodology, as well as the insights gained from myriads of empirical studies, are undoubtedly
impressive. Yet, from its inception, the field has remained fragmented, making developmental and social psychological
approaches to gender look like artificial divisions of a common subject matter. What's even worse, the relation between both
psychological subdisciplines at times resembles well-documented effects of in-group/out-group differentiation: New approaches,
concepts, and findings presented by in-group members are received with approval, whereas similarly important contributions to
the same topic made by out-group members are largely ignored or overlooked. This volume is intended to overcome this
unfortunate situation.
The time has come to strive for a synthesis of developmental and social psychology in pursuit of a common goalthe study of
gender as a social category. In order to better understand the multifaceted and multidimensional nature of gender it seems
necessary to take up and analyze issues at the intersection of both psychological disciplines, highlighting the interrelationships
between developmental and social processes rather than looking at either kind of process in isolation. The objective of this book,
then, is to provide a forum for setting out and elaborating an integrative perspective on gender and to offer a coherent
counterpoint to the time-honored separation of gender research along disciplinary lines. Each chapter is intended to bring
together relevant research and theory from both social and developmental psychology, thus attesting to the versatility of crossing
disciplinary lines and, at the same time, providing fertile grounds for future cross-disciplinary research.
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Because this is the first volume to advance an integration of both disciplines' perspectives on gender, there is a high degree of
diversity. First of all, the contributions to this volume emerged from either a social psychological or a developmental
background, promoting diversity in the conceptual approaches taken, the kinds of questions asked, and the methodology
employed. Furthermore, some chapters focus on theoretical issues, whereas others present original pieces of empirical research.
As stated more explicitly in the introductory chapter, the existence of multiple vantage points is particularly beneficial at this
point in that it fosters cross-fertilization of ideas and allows freedom to choose from equally promising directions of gender
research. In order to lend structure to this diversity, however, the approaches and findings covered in the various chapters are
organized by means of a general conceptual framework rooted in a multidimensional view of gender.
Laying the groundwork for a developmental social psychology of gender appeared to be a task both overdue and challenging.
Hence, we were extremely pleased at the response that our invitations to contribute to the volume received. As editors, we
would like to thank the authors of the individual chapters for accepting this challenge. We are also grateful for their patience
and willingness to respond to our questions and suggestions at all stages of the project. The commitment by the contributors to
the integrative effort is reflected in the creativity and scholarship with which they set about answering the intriguing, and often
highly intricate, issues emerging at the intersection of developmental and social psychological research on gender.
In terms of the writing level and complexity of material presented, the book is targeted at advanced undergraduates, graduate
students, and professionals in social psychology, developmental psychology, and interdisciplinary gender studies. Due to the
richness and diversity of topics covered in the chapters, this volume is also of direct interest to readers in neighboring disciplines
such as educational psychology, sociology, and anthropology.
We hope that the integrative approach advanced in this volume will stimulate much innovative research concerned with the joint
analysis of developmental change and social influence. The time is ripe for social psychologists and developmentalists to
recategorize their perceptions of group boundaries and to develop a common in-group identitythat of a developmental social
psychology of gender.
THOMAS ECKES
HANNS M. TRAUTNER
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Page 1
I
INTRODUCTION
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Page xi
Hanns M. Trautner (3, 419), Department of Psychology, University of Wuppertal, D-42097 Wuppertal, Germany
Wendy Wood (123), Department of Psychology, Texas A&M University, College Station, TX 77843, USA
Kwang Suk Yoon (333), Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248, USA
Sarah E. Zemore (207), Department of Psychology, University of Massachusetts, Amherst, MA 01003-7710, USA
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Page 3
1
Developmental Social Psychology of Gender:
An Integrative Framework
Thomas Eckes
University of Dresden
Hanns M. Trautner
University of Wuppertal
Gender is one of the most important categories, if not the most important category, in human social life. Though at first sight
distinguishing between female and male may seem straightforward, a closer look readily reveals that this fundamental
categorization is fairly complexit is imbued with a host of cultural meanings and practices pervading each and every aspect of
individual, interpersonal, group, and societal processes. Thus, all known cultures provide rich and well-differentiated sets of
concepts and terms to categorize and characterize boys and girls, men and women, to separate between female and male roles,
rights, and responsibilities. In all known cultures, females and males meet with distinct sets of gender-related beliefs and
expectations exerting powerful, and often subtle, influence on their thoughts, feelings, and behaviors.
For some time now, the construct of gender has figured prominently in psychological theory and research, attracting the
attention of an ever-increasing number of researchers, in particular researchers from developmental and social psychology.
Commenting on this research trend, Swann, Langlois, and Gilbert (1999) wrote: ''Once the province of a small group of theorists
and researchers operating on the periphery of psychological science, gender research has charged into the psychological
mainstream during the last 2 decades" (p. 3). In a similar vein, Fiske (1998)
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