A study of female kindergarten teachers' sex-role attitudes and their effect on kindergarten girls' sex-typed toy preferences



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There is little evidence to support the notion that boys and girls are psychologically divergent, although adults are sometimes differential in their treatment of children with respect to sex-typed societal values (Maccoby & Jacklin, 1977). There is no data on female kindergarten teachers' attitudes towards the rights and roles of women in society and the effect of these attitudes on female kindergarten students' sex-typed behavior. The purpose of this correlational study was to investigate the relationship between female kindergarten teachers' sex-role attitudes and their female students' preferences for masculine sex-typed toys. The research study consisted of 30 white, middle-income female kindergarten teachers from two metropolitan school districts and their white, female students. The Attitudes toward Women Scale was given to the teachers in the fall and the Group Toy Preference Test was administered to each child individually, early in the school year and then again, five months later. [...]



Sex role, Teacher-student relationships, Child development