Children construct their conceptions of gender at an early age. At about 24 months, they begin to define themselves as either a “boy” or a “girl” (Kohlberg, 1966). About one percent of children do...Show moreChildren construct their conceptions of gender at an early age. At about 24 months, they begin to define themselves as either a “boy” or a “girl” (Kohlberg, 1966). About one percent of children do not feel at home in their birth genders to varying degrees and in different ways. What are the effects of parental emotions and parental gender stereotype concerning the parents and the social transitioning that children are undergoing to conform to their preferred gender? The current research investigated to what extent children’s social transition status mediates the relationship between the psychosocial functioning of children and their parents’ emotional response to gender(variance) and gender stereotyping. The results showed that children undergoing a complete social transition differ significantly from children undergoing an incomplete social transition, but only in terms of their parents’ emotional response to gender(variance). Second, the research considered whether the psychosocial functioning of children can be predicted based upon their parents’ emotional response toward gender(variance) and their gender stereotyping. The study also investigated whether children’s social transition status mediates a possible correlation. The results showed that the parents’ gender stereotyping rather than the children’s social transition status determines the psychosocial functioning of transitioning children. To support these children as much as possible in their search for identity, it is important that research examine the short- and long-term factors that influence psychosocial functioning in the development of children. It is especially important to follow children longer to investigate whether the various variables change over time and, if so, how they change.Show less
This study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’ math achievement through the...Show moreThis study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’ math achievement through the stereotypical belief that women do worse in maths than men. In addition, this study examined whether parents’ endorsements of gender stereotypes moderate the relation between teachers’ math anxiety and girls’ math performance. Furthermore, this study investigated the link between parents’ and children’s gender stereotypical thinking. Thirty female teachers completed the Mathematics Anxiety Scale. Children (n = 195) from 6th to 8th grade and their parents (n = 118) completed the Student Attitude Questionnaire, which measured stereotypical thinking. Children’s test scores of the Institute of Educational Measurement represented mathematic performance. Our results indicated no relation between teachers’ math anxiety and students’ math achievement. Nor did we find that stereotypical thinking was a mediating factor. Hence, there was no protective role to play for parents. Furthermore, parents’ degree of gender stereotypical thinking could not predict the girls’ gender stereotypical thinking. Thus, in late elementary school, teachers’ math anxiety is not negatively correlated to girls’ math achievement or gender stereotypical thinking. Moreover, we did not find evidence to suggest a relation between gender stereotypical thinking of parents and children. Based on the current sample, there is no reason for concern regarding the attitude of teachers in the field of mathematics. Future research in the Netherlands is recommended in which children of different ages are involved and gender stereotypes are measured both explicitly and implicitly.Show less
