Putting Gender Development into Context.

Although there is a high level of research activities in the field of gender, these activities are only very loosely interconnected. In particular, the developmental and social psychological paradigms of research do not seem to have very much in common. This paper shows that at theintersection of developmental and social psychology many issues emerge that pose new kinds of questions for theorizing and research, and that developmental processes and social influences are closely linked. A conceptual framework is proposed for a developmental social psychology of gender. Gender is put forth as a social category, viewed as having many facets that are highly variable among people, as well as across contexts and points in time. The paper suggests that the sexes relate to each other at four interconnected levels: individual, interpersonal, group, and cultural levels. Content areas related to gender are proposed as biological/categorical sex, activities and interests, personal-social attributes, social relationships, stylistic and symbolic characteristics, and values. Gender-related constructs are: concepts and beliefs, identity or self-perception, preferences of attitudes; and behavioral enactment. The combination of constructs, content areas, and levels of analysis yields a three-dimensional 96-cell matrix that forms the basis for studying gender from a developmental social psychological perspective. Each cell in the matrix refers to a distinct set of research issues emerging at the intersection of a particular content area with a particular construct and level of analysis. An example is presented exemplifying the complex nature of the interrelationships between intraindividual changes, changes of social contexts, and changes in the relationship between the two: the change from hostile children in gender segregated groups to ambivalent adults with heterosexual relationships. (Contains 25 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. Putting gender development into context Hanns M. Trautner & Thomas Eckes University of Wuppertal Open University of Hagen There is a high level of research activities in the field of gender, however, these activities are only very loosely interconnected. In particular, developmental and social psychological paradigms of research do not seem to have very much in common (see Deaux & La France, 1998; Ruble & Martin, 1998). The aim of our paper is to show that at the intersection of developmental and social psychology many issues emerge that pose new kinds of questions for theorizing and research, and that developmental processes and social influences are closely linked to each other (see Eckes & Trautner, 2000). As most suited for such an integration, (a) the gender-as-a-social-category perspective is chosen, (b) gender is viewed as having many facets that are highly variable among people, as well as across contexts and points in time, and (c) it is suggested that the sexes relate to each other at four interconnected levels: individual, interpersonal, group, and cultural level. To exemplify the complex nature of intraindividual changes, changes of social contexts, and changes in the relation between the two, the changes taking place when hostile children in gender segregated groups develop into ambivalent adults with heterosexual relationships are described (see Glick & Hilt, 2000; Maccoby, 1998). The advantages of the proposed conceptual framework are demonstrated. Requests for reprints to: Dr. H.M. Trautner Department of Psychology University of Wuppertal Gauss-Str. 20, S-14.15 42097 Wuppertal Germany FAX: +49 202 4392341 e-mail: trautner @uniwuppertal.de U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as ceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Poster presented at 2001 SRCD Minneapolis, MN Biennial Meeting, 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 14 en_t_t Axes_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)