ERIC Number: EJ1376750
Record Type: Journal
Publication Date: 2022-Apr
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-930X
EISSN: EISSN-1535-0266
Available Date: N/A
Gender Typicality, Pressure to Conform to Gender Norms, and Body Esteem in 6- to 9-Year-Old Girls
Savoy, Sarah; Faragó, Flóra; Khaleghi, Neusha; Sanchez, Emily A.; DeGuenther, Abigail; Thompson, Jasmine N.
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v68 n2 Article 2 p125-146 Apr 2022
According to Egan and Perry's (2001) multidimensional model of gender identity, gender typicality should be positively related to, and feeling pressure to conform to gender norms should be negatively related to, well-being. In a cross-sectional study of 6- to 11-year-old girls (N = 120), measures of gender typicality (i.e., gender similarity), parental and peer pressure to conform to gender norms, and body image were administered. Girls who perceived greater similarity to girls had higher body esteem, but this association was only significant for girls with low pressure from peers. Girls who perceived greater similarity to boys selected thinner disliked body sizes, but this association was only significant for girls with low pressure from parents. Results support the use of the multidimensional model of gender identity for understanding body image among girls. Protective effects of similarity to boys and girls may be contingent upon whether peer and family contexts foster rigid gender typing.
Descriptors: Self Esteem, Females, Self Concept, Human Body, Gender Differences, Case Studies, Correlation, Parent Child Relationship, Peer Relationship, Sexual Identity, Peer Influence, Student Attitudes, Body Composition, Likert Scales, Elementary School Students
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: https://digitalcommons.wayne.edu/mpq/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A