Developmental Changes in the Link Between Gender Typicality and Peer Victimization and Exclusion

• Published in: Sex roles Vol. 75; no. 5-6; pp. 243 - 256
• Main Authors: Zosuls, Kristina M., Andrews, Naomi C. Z., Martin, Carol Lynn, England, Dawn E., Field, Ryan D.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2016; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; Child Development; Children; Conformity; Developmental psychology; Females; Gender; Gender identity; Gender Issues; Gender Studies; Grade 2; Grade 4; Kindergarten; Medicine/Public Health; Original Article; Parents & parenting; Peer relationships; Peers; Psychology; Sociology; Student teacher relationship; Victimization; Victims; Vulnerability; Young Children; United States > US; Peer victimization; Child development; Gender identity; Friendships; Gender typicality
• ISSN: 0360-0025; 1573-2762
• DOI: 10.1007/s11199-016-0608-z

The present study takes a broad and nuanced view of gender typicality in normative populations and suggests that this aspect of children’s gender identity might be a fundamental aspect of vulnerability to peer maltreatment. Using a cross-sectional sample from the Southwestern United States, developmental differences were examined in the relations between kindergarten ( n  = 210, M age  = 5.81, 52 % female), second ( n  = 205, M age  = 7.62, 50 % female), and fourth ( n  = 205, M ag e = 9.56, 44 % female) grade students’ self-reported similarity to own- and other-gender peers and teacher-reported peer victimization and exclusion. Parents’ reports of children’s own- and other-gender friendships were also examined to test whether friendships would attenuate this relation. We hypothesized (a) lower gender typicality would be associated with higher victimization/exclusion for 2nd and 4th grade children and (b) friendships with own- and other-gender peers, but especially own-gender peers, would moderate the typicality and victimization/exclusion relation, acting as a buffer against victimization/exclusion. Supporting our hypotheses, results indicated developmental differences in the link between gender typicality and victimization/exclusion with a more consistent relation in 2nd and 4th grades. For girls, having other-gender friends moderated the negative relation of other-gender similarity and victimization/exclusion. Own-gender friendships were protective overall for both genders, and other-gender friendships were protective for 4th graders. Our study suggests that gender-related intolerance is a central issue to peer maltreatment and affects more than just those who exhibit the most extreme cases of gender nonconformity and that friendships can provide a buffer against victimization/exclusion.