
Contents
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Prologue Prologue
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Terminology Terminology
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Background Background
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Peer Groups, Social Identities, and Gender Development Peer Groups, Social Identities, and Gender Development
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Emergence of Gender as a Social Identity Emergence of Gender as a Social Identity
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Impact of Gender as a Social Identity Impact of Gender as a Social Identity
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Sex-Related Variations in Dispositional Traits and Physical Characteristics Sex-Related Variations in Dispositional Traits and Physical Characteristics
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Dispositional Traits Dispositional Traits
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Physical Characteristics Physical Characteristics
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Dispositional Traits and Physical Characteristics as Moderators of Gender Socialization in Peer Groups Dispositional Traits and Physical Characteristics as Moderators of Gender Socialization in Peer Groups
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Transactional Processes During Development Transactional Processes During Development
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Gender-Related Variations in Dispositions and Peer Group Socialization Gender-Related Variations in Dispositions and Peer Group Socialization
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Sex-Related Variations in Physical Characteristics and Peer Group Socialization Sex-Related Variations in Physical Characteristics and Peer Group Socialization
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Looking Forward Looking Forward
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Acknowledgments Acknowledgments
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References References
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10 Gender, Dispositions, Peer Relations, and Identity: Toward an Integrative Developmental Model
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Published:January 2018
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Abstract
This chapter considers possible ways that peer relations, group identity, and dispositional preferences are interrelated and contribute to children’s gender development. The author advances an integrative theoretical model of gender development that bridges complementary theories by linking sex-related dispositions and physical characteristics to the process of assimilation within same-gender peer groups. Research suggests some (but not all) children have strong behavioral dispositions (temperaments and intense interests) and physical characteristics that are either highly compatible or highly contradictory with culturally valued in-group prototypes (e.g., boys strongly inclined toward physical activities vs. dress-up play, respectively). These children may either become same-gender role models or disidentify with the gender in-group, respectively. In contrast, children without strong dispositions may be most amenable to developing a broad repertoire of interests when provided opportunities and encouragement. Implications of this model for the development and well-being of children as well as future directions for research are discussed.
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