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Funding bodies in Western societies increasingly require researchers to address gender in their proposals – though often exclusively framed around binary notions. With oppressive power structures being prevalent and persuasive, these seep into current practices of Computer Science and Human-Computer Interaction (HCI) research. However, current curricula rarely provide actors in this space with grounded guidance on gender issues tied to their inquiries. Hence, developing an increased awareness of our societal responsibility towards equity can be challenging without an appropriate starting point. Drawing on a close reading of select literature discussing gender sensitivity in HCI research, we derived practical guidance in the form of recommendations for the design, proposal, conduct and presentation of research. Based on these recommendations, we then present the design of a card deck and initial tests thereof at ditact women’s IT summer university. Our analysis offers a starting point for HCI students and interested researchers to explore questions and issues around gender and to identify how gender relates to their research. This sensitisation may aid them in further reflecting on how they might better account for gendered implications of their work.

The last decade, since the previous issue of Gender & Development on the theme of Gender and Health was published (Volume 9, Issue 2, 2001), has seen global and national trends of great importance....

Women in developing and developed countries can still suffer from constraints on their ability to exercise their reproductive rights, being subject to gendered norms and forms of control over their bodies and encountering various difficulties to accessing healthcare services. Sexual and reproductive health and rights (SRHR) thus continue to matter for the advancement of gender equality, whilst communications when strategically used can shape support for progressive policies. This project seeks to advance research on gender development and advocacy communications for social change. A core question asked here is how can communications be better used for advocacy on SRHR? Making use of a mixed methods approach, this research engages with a sample of 52 feminist and health NGOs, located in both the North and the South. In depth interviews with gender experts from the organizations were combined with a survey applied to the communication professionals, followed by content and discourse analysis of their institutional websites and social media engagement. This paper provides a condensed examination of early research findings and of core theoretical frameworks, arguing over the need to deconstruct discourses around SRHR under challenging times and concluding that NGOs need better communication strategies and practices in their advocacy communication efforts.

Welcome to this issue of Gender & Development, dealing with the climate crisis. It will focus on gender equality issues in the context of increasing climate change worldwide. In this Introduction, ...

Appearing culturally “gender-normative” represents one of the ways that gender identity is salient to others. In the context of continued controversy surrounding children’s gender role development ...

Gender nonconformity (femininity in males, masculinity in females) is more common in non-heterosexual (bisexual and homosexual) than heterosexual individuals. In the past research (Watts, Holmes, Raines, Orbell, & Rieger, 2018b), identical twins discordant for sexual orientation were perceived more similar in their gender nonconformity than unrelated heterosexual and non-heterosexual people. Yet, these perceptions were based on photographs, which do not contain all aspects of gender nonconformity, such as movement and sound. This could have led to an underestimation of observable difference within twin pairs. We examined evaluations of video recordings from adult identical twins with discordant sexual orientations (eight male pairs, 11 female pairs). These twins were a small subset of those who participated in Watts et al. (2018b). Non-heterosexual twins were rated as significantly more gender nonconforming than their heterosexual co-twins, but only when males and females were combined. Their difference was smaller than the analogous difference between identical twins who were concordant heterosexual (three male pairs, three female pairs) and, unrelated to them, identical twins who were concordant non-heterosexual (six male pairs, two female pairs). These patterns were partially confirmed with twins' self-reported gender nonconformity. Shared influences possibly made twins from discordant pairs somewhat similar in their gender nonconformity, even if non-shared factors differentiated their sexual orientations.

Spary, C. 2019: Gender, Development, and the State in India. Routledge. xiii + 257 pp. US$124 (Hardback). ISBN: 978-0-415-61060-5.

Increasing numbers of gender-nonconforming children are socially transitioning—changing pronouns to live as their identified genders. We studied a cohort of gender-nonconforming children ( n = 85) and contacted them again approximately 2 years later. When recontacted, 36 of the children had socially transitioned. We found that stronger cross-sex identification and preferences expressed by gender-nonconforming children at initial testing predicted whether they later socially transitioned. We then compared the gender-nonconforming children with groups of transitioned transgender children ( n = 84) and gender-conforming controls ( n = 85). Children from our longitudinal cohort who would later transition were highly similar to transgender children (children who had already socially transitioned) and to control children of the gender to which they would eventually transition. Gender-nonconforming children who would not go on to transition were different from these groups. These results suggest that (a) social transitions may be predictable from gender identification and preferences and (b) gender identification and preferences may not meaningfully differ before and after social transitions.

How trans youth realize about their gender identity and come out to their significant others is under-researched and very few studies include both youth and parental perspectives. This study was developed in Switzerland, a country where families with trans youth are just beginning to break invisibility. The research protocol draws on grounded theory methodology, is participative and developed in collaboration with a local trans NGO and a pan Canadian project. We conducted 20 semi-structured interviews with 10 trans youth and their caregivers/parents (10 interview). At least three developmental pathways seem to emerge: a) the affirmed children who affirm themselves very early, (b) the silent children who spend their childhood in a state of internal tension without being able to position themselves and (c) the neutral children who become aware of their gender difference at puberty following a childhood in which gender was not problematic. In all cases puberty is a crossroads, lived painfully with significant manifestations of both social and body dysphoria. A better understanding of the process of gender development in trans children and youth will help improve our interventions to better serve young people and their families, and help them overcome the different levels of oppressions they face.

This issue of Gender & Development focuses on migrant women workers in a global economy, seeing their experiences through the lens of feminist analysis. We are making a conscious choice to adopt th...

This study examined how maternal acceptance, care, and overprotection, along with individuals’ feminine gender orientation, impacted anxiety and adjustment among emerging adults. Data were collected via survey packets from 106 college undergraduates at a university in New England and analyzed using multiple regression models. Results indicated that maternal acceptance predicted better psychological adjustment above and beyond the influence of other parenting characteristics and gender role ideology; participants who felt accepted by their mothers growing up were more likely to have positive adjustment. However, with respect to anxiety, results suggested that having a more feminine gender role orientation was more strongly related to increased anxiety than maternal care, overprotection, and acceptance. These findings contribute to the understanding of unique factors that may serve as risk or resilience factors in the psychological well-being of young adults.

This article draws together work on human rights and development agendas to explore the operation of global governance mechanisms. It uses three examples that relate to attempts to achieve gender e...

The digital revolution is transforming how humanity lives, works and relates with one another. The growth and uptake of information and communications technologies (ICTs) have the potential to impr...

Background: The present study used an intersectional framework to elucidate similarities and differences in the gender-related experiences reported by a diverse sample of transgender and gender non...

Recent literature has stressed the need for research examining the causes of females in general having lower levels of financial literacy than males. This paper uses social cognitive theory of gender development as a framework to propose differing financial socialisation of children in the home by gender as a possible cause of gender differences later in life. Evidence is found of gender based differences in the financial socialisation of eleven to fourteen year olds. Findings include more frequent parent-child discussions being correlated to more positive financial attitudes, but not to saving behaviour. Saving behaviour of children is influenced by attitudes to money along with the presence of parents when spending, which is subject to a same sex gender bias for girls, with large effect sizes. Girls are over 200% more likely to state they save some of their pocket money if their mother is present when they spend their pocket money, compared to having no parent present. This difference does not exist for male children. When a boy is with both parents when spending, they are 245% more likely to report saving some of their pocket money then when neither parent is present. Having a father present when spending does not yield significantly different results to when no parent is present. These findings of gender biased financial socialisation in the home are important considerations for the design of school-based financial literacy programmes. Specifically, these programmes should consider a goal of encouraging discussion and questioning gender based attitudes and roles in the home. They are also important findings in terms of going some way to explaining the existence of a gender difference in financial knowledge in adulthood.

The World Bank’s premise that “gender equality is good business” characterizes the current gender and economic development model. Policymakers and development practitioners promote and encourage women’s entrepreneurialism from the conviction that increasing women’s market-based opportunities is key to lifting women, their families, and communities out of poverty, resulting in the construction of a gendered entrepreneurial subject. Based on ethnographic fieldwork and interviews with home-based garment workers in Ahmedabad, India, this article questions the portrayal of women informal workers as entrepreneurs. Employing a social reproduction framework, I argue that the exploitative characteristics of informal work (i.e., paying for the costs of production and its temporal/spatial characteristic) are falsely interpreted as features of entrepreneurialism (i.e., investment and autonomy). Because work is completed in the worker’s own home, work and care become a mutual burden in which woman’s sense of providing for her family is impeded by both these roles. A feminist social reproduction framework of embodied labor links women’s responsibility for and contribution to family well-being with women’s marginalized economic position. Examining home-based work through this lens reveals the contradiction of the entrepreneurialism discourse.

A key question in understanding gender development concerns the origins of sex segregation. Children’s tendencies to interact with same-sex others have been hypothesized to result from gender identity and cognitions, behavioral compatibility, and personal characteristics. We examined whether prenatal androgen exposure was related to time spent with boys and girls, and how that gendered peer involvement was related to sex-typed activities and gender identity and cognitions. We studied 54 girls with congenital adrenal hyperplasia (CAH) aged 10–13 years varying in degree of prenatal androgen exposure: 40 girls with classical CAH (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical CAH (NC-CAH) exposed to low, female-typical, prenatal androgens. Home interviews and questionnaires provided assessments of gendered activity interests and participation, gender identity, and gender cognitions. Daily phone calls over seven days assessed time spent in gendered activities and with peers. Girls with both C-CAH and NC-CAH interacted more with girls than with boys, with no significant group differences. The groups did not differ significantly in gender identity or gender cognitions, but girls with C-CAH spent more time in male-typed activities and less time in female-typed activities than did girls with NC-CAH. Time spent with girls reflected direct effects of gender identity/cognitions and gender-typed activities, and an indirect effect of prenatal androgens (CAH type) through gender-typed activities. Our results extend findings that prenatal androgens differentially affect gendered characteristics and that gendered peer interactions reflect combined effects of behavioral compatibility and feelings and cognitions about gender. The study also shows the value of natural experiments for testing hypotheses about gender development.

Why do girls and women differ from boys and men? Gender development is typically considered to result from socialization, but sex hormones present during sensitive periods of development, particularly prenatal androgens, play an important role. Data from natural experiments, especially from females with congenital adrenal hyperplasia, show the complexity of the effects of androgens on behavior: Prenatal androgens apparently have large effects on interests and engagement in gendered activities; moderate effects on spatial abilities; and relatively small or no effects on gender identity, gender cognitions, and gendered peer involvement. These differential effects provide an opportunity to move beyond identifying sources of variation in behavior to understanding developmental processes. These processes include links among gendered characteristics, psychological and neural mechanisms underlying development, and the joint effects of biological predispositions and social experiences.

A personal narrative is presented which explores the author's experience creating the TransYouth Project in 2013, to understand the young transgender and gender-nonconforming children that do not behave like their peers in terms of early gender development.

The author examined whether preschoolers' Halloween costume choices reflect their gender development. The sample consisted of 110 (53 boys, 57 girls) infant through preschool-aged participants, and 1 parent of each child. Both observational methodologies and parent-report surveys were used to assess the gender-typed nature of children's Halloween costumes, information about the Halloween costume choice process, and about the children's gender development. Boys' costumes were more masculine and girls' costumes were more feminine. Younger children's costumes were consistently less gender typed than the older children's costumes were. Children whose parents chose their Halloween costumes for them had Halloween costumes that were less gender typed than did children who were involved in the Halloween costume decision-making process. Moreover, children's gender-typed play and desire to wear gender-stereotyped clothes were related to the gender stereotyped nature of their Halloween costume. Unexpectedly, gender typicality, a dimension of gender identity, was not related to children's Halloween costume choices. Overall, the findings support that children's Halloween costume choice is an indicator of children's gender development processes.

In the last decades, the region of Latin America has been through many changes, with the reduction of inequality levels and a political trend which has seen the election of female politicians throughout the continent, including a revival of gender politics and feminist movements. Countries like Brazil are still home to gender discrimination and inequality, with high levels of domestic violence towards women, low levels of political representation, a culture of machismo and the predominance still of stereotypical gender representations in the media. Questions asked include how the media can better contribute to assist in gender development and nation-building. How can online platforms make a difference? This article provides a critical summary of feminist theoretical perspectives on the potential of online communications for the advancement of women’s rights, further providing a brief case study of contemporary Brazilian feminism and the mobilization around women’s rights, particularly in 2015.

The aim of this research was to explore the meanings of childhood memory established by young people who identify themselves as trans. In a chauvinistic country such as Brazil, sexual socialization of non-cisgender youth is beset by unique challenges, such as discrimination and violence. This study was based on the proposal of a self-portrait method as a content trigger in interviews with three trans young women who reported their life stories. We analyzed data using the oral story technique, through which the described themes came up. The results presented developmental narratives related to gender issue from childhood, which reflected on the experience on youth. Reports of discrimination based on the image of others (family, school, and community) about the gender development of the participants and their relationship with their bodies stand out. We see the importance of reflecting on life history memories in trans identity in order to give meaning to this experience. The influence of heteronormative and sexist Brazilian culture is noticed in the participants' reports.

Gender is one of the central categories organizing children’s social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children ( n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children’s gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings ( n = 189) and cisgender controls ( n = 316). Third, transgender and cisgender children’s patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later.

Gender identity is a core feature of human experience, yet our understanding of gender identity is shifting with broader societal changes in recognizing and understanding gender diversity. Here we discuss recent trends and upcoming directions for this burgeoning subfield.

The Gifted Young Scientists (GYS) in Indonesia in this decade are getting stronger. However, the minimum level of education makes equity in Indonesia not running optimally. The purpose of this study was to obtain a complete picture of the steps taken by Tegal Regency, and Kendal Regency in removing discrimination against Gifted Young Scientists (GYS) and evaluating according to constitutional rights. The sampling technique in this study was carried out by simple random sampling. The instruments used in this study were a test of pre-test, post test and communication test skills. This data collection was conducted to determine the level of ability of differences in the field of STEM education in male and female gender equality. From the test results, the data is tested in the SPSS program such as the T test, homogeneity test, and normality test. Based on the results data collection and the Forum Discussion Group (FGD), government administrators in education and the development of empowerment of Gifted Young Scientists (GYS) in the Tegal regency, and Kendal regency, Indonesia is implemented in the implementation of minimum service standards. The comparison between the number of female workers compared to male workers in the city of Tegal occupies the highest place in Central Java (out of 11,586 workers in the area of ​​ Tegal Regency, and Kendal Regency, Indonesia 19,713 are female workers). The culture that has been developing as if it is inhibiting women's empowerment, such as in decision making to income generation in the labor market. Ideally, increasing gender development will create a balance of empowerment between men and women.

Most empirical research examining youth’s gender development measures felt pressure to conform to gender norms using a composite value of felt pressure from multiple sources; however, because of the different socialization processes at work from parents, peers, and the self, analyzing these sources separately may elucidate different effects on gender development. Thus, the purpose of this study was to (a) differentiate the effects of perceived gender socialization pressure from parents, peers, and the self on early adolescents’ own- and other-gender typicality, and (b) to examine whether a bi-directional relation between gender typicality and felt pressure is evident when distinguished across sources. With a sample of 212 early adolescents (54% girls; Mage = 11.11 years), felt pressure was found to be distinguishable by socialization source: adolescents’ perceptions of parents, peers, and their own pressures were distinct, and each contributed differently to gender development. Pressure from self and peers were both found to relate concurrently to typicality (i.e., positively to own-gender typicality, negatively to other-gender typicality); only pressure from the self was found to have a longitudinal effect on adolescents’ developing gender identity (i.e., an increase in own-gender typicality). Interestingly, other-gender typicality did not elicit higher felt pressure; in fact, it was negatively related to later felt pressure from the self, suggesting that adolescents may be developing self-acceptance of their levels of gender typicality. The findings suggest that the development of gender identity may involve a complex interplay with various sources of socialization pressures (e.g., parent, peers, self), and may further shift in relation to the adolescent’s own levels of gender typicality.

Pre-pubertal boys and girls speak with acoustically different voices despite the absence of a clear anatomical dimorphism in the vocal apparatus, suggesting that a strong component of the expression of gender through the voice is behavioural. Initial evidence for this hypothesis was found in a previous study showing that children can alter their voice to sound like a boy or like a girl. However, whether they can spontaneously modulate these voice components within their own gender in order to vary the expression of their masculinity and femininity remained to be investigated. Here, seventy-two English-speaking children aged 6–10 were asked to give voice to child characters varying in masculine and feminine stereotypicality to investigate whether primary school children spontaneously adjust their sex-related cues in the voice—fundamental frequency (F0) and formant spacing (ΔF)—along gender stereotypical lines. Boys and girls masculinized their voice, by loweringF0 and ΔF, when impersonating stereotypically masculine child characters of the same sex. Girls and older boys also feminized their voice, by raising theirF0 and ΔF, when impersonating stereotypically feminine same-sex child characters. These findings reveal that children have some knowledge of the sexually dimorphic acoustic cues underlying the expression of gender, and are capable of controlling them to modulate gender-related attributes, paving the way for the use of the voice as an implicit, objective measure of the development of gender stereotypes and behaviour.

This article addresses the historical divide between gender development researchers and developmental researchers working with immigrant populations, advocating for the benefits gained by bridging research approaches and interests. For gender researchers, the immigrant context allows for the examination of how children embedded in multiple cultures navigate the potentially conflicting information about appropriate gendered behaviors and attitudes. Furthermore, research focusing on immigrant development can move beyond examining gender differences and benefit from understanding the ways in which gender differences develop. This bridging seems particularly relevant in middle childhood, given (a) the exposure to multiple contexts which increase the salience of cultural differences between home and outside-of-home environments and (b) greater awareness and internalization of collective identities (i.e., gender, ethnicity). [ABSTRACT FROM AUTHOR]

In 2015, the United Nations set in motion the International Decade for People of African Descent (2015–2024). While this mandate provides much to celebrate, its reliance on universal and human righ...

This issue of Gender & Development focuses on the impact of religious fundamentalisms on women’s rights and gender justice. While the term fundamentalisms is both emotive, and contested1 the Associ...

There is considerable evidence in the literature that persons with intellectual disability are not only stigmatised against but are also often victim of inter-personal violence, which is often linked with gender but also with perceptions that these individuals are more violent. Gender-based violence can be both acute and chronic. The role culture plays in gender development and gender roles is well described. Gender roles and gender role expectations are important in clinical understanding of individuals’ needs and cultures play a major role in this. Culture also plays a role in the understanding of intellectual disability thus creating a complex web of social and cultural understanding. There seem to be various varieties of violence: physical, sexual, emotional and exploitative among others. Clinicians need to be aware of how persons with intellectual disabilities are abused and how to assess their needs, but more importantly how to set protective aspects of intervention in place.

Children ages 6, 8 and 10 (N = 66) distributed resources to a boy and a girl when the proportion of feminine and masculine resources varied, when the preferences of the boy and the girl varied, and when the setting was public or private. Children used gender norms to sort the resources but they primarily sorted the resources equally, even when it required violating gender norms. When there was an atypical preference, participants provided more atypical resources to the children. However, when the setting was public, they provided fewer atypical resources. Overall the results indicate that gender norms are especially strong in public settings but explicit information about preferences can lead children to be flexible about gender norms.

Using the organizing framework of Ruble, Martin, and Berenbaum (2006), we summarized literature on gender development in African American youth within six content areas: biological/categorical sex, activities and interests, personal-social attributes, social relationships, styles and symbols, and values regarding gender. Results with African Americans were compared with what is known about gender processes in other U.S. racial groups, and gaps in the literature were noted. Finally, we summarized the literature on socialization influences on gender development in African American youth, focusing particularly on parents and media. Our review shows that gender, along with race, plays a significant role in the development of African American youth, with many of these processes similar to what is found in youth of other racial/ethnic groups. Contextual factors such as family structure and racial context are important to take into account to best understand individual differences in the gender development of Black youth.

I wanted to go out and change the world, but I couldn't find a babysitter– Anonymous When men cook, cooking is viewed as an important activity; when women cook, it is just a household chore.– Marga...

To examine how children and young adults in two cultures think about gender norms, participants evaluated preferences that were inconsistent with gender norms. Participants (N = 200) included 53 children aged 5 years, 49 children aged 7 years, and 49 children aged 9 years, and 49 young adults from Korea and the United States. Both Koreans and Americans reasoned about violations of gender norms primarily as matters of personal choice in both public and private, with some conventional concerns in public settings. In both cultures, participants rejected the idea that an authority could have jurisdiction over gender-norm-related choices, and both groups suggested that being unable to express those preferences in public has a negative impact on individuals.

There are significant gender differences in both play behavior and occupational interests. Play has been regarded as an important medium for development of skills and personal characteristics. Play may also influence subsequent preferences through social and cognitive processes involved in gender development. The present study investigated the association between gender-typed play behavior in early childhood and gender-typed occupational interests in early adolescence. Participants were drawn from a British longitudinal population study, the Avon Longitudinal Study of Parents and Children. Participants were recruited based on their parent-reported gender-typed play behavior assessed at age 3.5 years. There were 66 masculine boys and 61 masculine girls, 82 feminine boys and 69 feminine girls, and 55 randomly selected control boys and 67 randomly selected control girls. At age 13 years, the participants were administered a questionnaire assessing their interest in gender-typed occupations. It was found that masculine children showed significantly more interest in male-typical occupations than did control or feminine children. Compared with control children, feminine children had marginally significantly lower interest in male-typical jobs. Masculine children also had significantly lower interest in female-typical jobs than did control or feminine children. The associations were not moderated by gender and were observed after taking into account sociodemographic background, parental occupations, and academic performance. The degree of gender-typed play shown by preschoolers can predict their occupational interests 10 years later following transition into adolescence. Childhood gender-typed play has occupational implications that transcend developmental stages.

In Pakistan, nongovernmental agencies (NGOs) play an important role in program implementation. This study focuses on the contribution of one of these NGO social service programs that serves women in a rural area of Pakistan. To assess program satisfaction and effectiveness, 200 females were surveyed to measure their opinions and overall satisfaction with this particular NGO. The key findings of the study showed that the Aga Khan Rural Support Program (AKRSP) had a significant positive impact on the lives of these women through increasing social and decision-making skills while improving their income and living standards by providing employment opportunities and training. Future recommendations are made to continue to sponsor such programs that focus on a group-support for women while also providing supportive services that empower decision-making and economic standing.

The present study used a longitudinal, multi-informant approach to examine which specific elements of parents’ gendered attitudes and behaviours were predictive of multiple dimensions of children’s gender development. One hundred and six families with two children (older sibling M = 7.45 years and younger sibling M = 5.19 years at Time 1) were assessed at two time points four to five years apart. At Time 1, parents reported on division of household labour, their own gender-role attitudes (GRAs), and children’s gendered preferences. At Time 2, children reported on their gendered preferences, GRAs and gendered personality traits. Results from multilevel modelling showed that fathers’ egalitarian GRA and egalitarian division of household tasks were predictive of egalitarian child GRA and outcomes, but child sex did not moderate these relationships. As some gender measures were more strongly correlated than others, these findings highlight the importance of examining multiple dimensions of both children’s and parents’ gendered attitudes and behaviours.

Children's play preferences are highly gender-typed. At the same time, much research revolves around spatial and social skills that sometimes show male and female advantages, respectively. There is evidence that play with masculine toys is associated with better spatial skills and emerging evidence suggests that play with feminine toys is associated with better social skills. However, several research gaps limit current knowledge on these aspects of gender development. First, the study of childhood gender development has been largely Eurocentric; second, the link between gender-typed play and social skills development is not well supported. We tested 644 5-year-old Hong Kong Chinese children on five gender-typed skills, play preferences, and parental gender socialization. The pattern of gender differences was remarkably similar to those in the West. Boys preferred masculine toys more than girls and were better at mental transformation and targeting accuracy, while girls preferred feminine (and neutral) toys more than boys and were better at empathy and were less aggressive, although there was no significant gender difference in comforting skill. There was little evidence that these gender differences varied with socioeconomic status (parental income and education). Play correlated with some outcomes in expected ways. This is in contrast to parents' gender socialization, which showed some expected differences by child gender but minimally correlated with children's skills. These findings shed light on the generalizability of current knowledge on early gender differences and may facilitate gender developmental research outside the West. Although the study did not test the direction of effects, they substantiate the growing discourse on gender-typed play as an important learning mechanism.

An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender-typical peers on basic gender development tasks. Three- to 5-year-old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable.

This article discusses gender development in Indian states particularly with respect to education and health. While literacy is taken as an indicator to education, life expectancy and infant survival rate (ISR) are considered the indicators to health. The study finds that gender development is substantially high in Kerala, Haryana, Punjab, Maharashtra, Gujarat and Tamil Nadu. But it is significantly low in Orissa, Madhya Pradesh, Rajasthan, Assam and Bihar. It also finds that the performance of poor states remains poor and rich states remains rich over the years. But no state is extremely good or bad in all the basic dimensions of gender development except Kerala. It finally suggests that there is need to stress on all dimensions of gender development simultaneously in order to maintain a high gender development in the economy. For this the government (both central as well as respective state governments) has to play a significant role.

This research examined the longitudinal trajectories and family correlates of gender role attitudes in African American youth in a sample of 166 sibling pairs residing with their mothers and fathers. Multilevel modelling revealed that (1) girls and boys exhibited significant declines in gender attitude traditionality from ages 9 to 15 that levelled off through age 18, (2) mothers' (but not fathers') gender role attitude traditionality was positively related to youth's attitude traditionality, and (3) within-person variation in mothers' (but not fathers') racial discrimination experiences was negatively related to within-person variation in youth's gender role attitude traditionality. The utility of applying a cultural ecological framework within an ethnic homogenous, accelerated longitudinal design to understand African American family processes, in conjunction with the intersectionality between race and gender, is the focus of the discussion. Statement of contribution What is already known on this subject? Gender role attitude traditionality declined for girls, but not for boys, in European and Mexican American families. Little is known about the roles of African American parents in shaping their children's gender development. What does this study add? For African American girls and boys, gender role attitude traditionality declined from ages 9 to 15 and then levelled off through age 18. At the between-person level, African American mothers', but not fathers', attitude traditionality was positively linked to that of their children. At the within-person level, African American mothers', but not fathers', experiences of racial discrimination were negatively linked to their children's attitude traditionality.

Young children search for cues about gender—who should or should not do a particular activity, who can play with whom, and why girls and boys are different. From a vast array of gendered cues in their social worlds, children quickly form an impressive constellation of gender cognitions, including gender self-conceptions (gender identity) and gender stereotypes. Cognitive perspectives on gender development (i.e., cognitive developmental theory and gender-schema theory) assume that children actively search for ways to make sense of the social world that surrounds them. Gender identity develops as children realize that they belong to one gender group, and the consequences include increased motivation to be similar to other members of their group, preferences for members of their own group, selective attention to and memory for information relevant to their own sex, and increased interest in activities relevant to their own sex. Cognitive perspectives have been influential in increasing understanding of how children develop and apply gender stereotypes, and in their focus on children's active role in gender socialization.

As a diagnostic category, gender identity disorder remains problematic with ongoing debates concerning aetiology, definition and ethics of treatment. Inherent in the current DSM definition is a Western model of the relationship between sex and gender which epitomizes the tension existing between essentialist and constructivist accounts of gender development. This model determines that gender-aberrant behaviour and gender variation are, by definition, pathological, and reinforces a binary gender model. Studies of non-Western cultures reveal variations in models of gender and in the understanding of gender deviance. Cultures vary in their definition of gender roles and show varying degrees of tolerance for atypical gender behaviours and gender change. An understanding of cultural context is important in the clinical assessment of a typical gender development and challenges current models of sex and gender.

Until recently, the study of gender development has focused mainly on sex typing as an attribute of the individual. Although this perspective continues to be enlightening, recent work has focused increasingly on children's tendency to congregate in same-sex groups. This self-segregation of the two sexes implies that much of childhood gender enactment occurs in the context of same-sex dyads or larger groups. There are emergent properties of such groups, so that certain sex-distinctive qualities occur at the level of the group rather than at the level of the individual. There is increasing research interest in the distinctive nature of the group structures, activities, and interactions that typify all-male as compared with all-female groups, and in the socialization that occurs within these groups. Next steps in research will surely call for the integration of the individual and group perspectives.