Overview

Do boys and girls like different toys? What social, cognitive, and biological factors influence the design and marketing of gender-typed toys, and children’s interest in such toys?  What are the long term implications of gendered toy play, for children’s development and later adult roles? In this book, scholars in developmental psychology, education, and neuroscience examine the fascinating intersection of gender and child play. Contributors consider the innumerable ways in which toys today are gender typed, alongside the expression of gender preferences in early childhood, and they review research showing that children who play with different kinds of toys reap different cognitive, emotional, and social benefits. Through playing with toys, children learn various skills, including lessons about how they should or should not behave. Gender-typed play, therefore, both reflects and solidifies gender stereotypes and constrains children’s later social roles. With theoretically and empirically based play interventions, as well as descriptions of ongoing campaigns aimed at raising public awareness, this volume offers concrete steps researchers, clinicians, parents, and activists can take to help children grow up to realize their full potential, independent of preconceived gender roles and stereotypes.

Full Product Details

Author:   Erica Weisgram ,  Lisa M. Dinella
Publisher:   American Psychological Association
Imprint:   American Psychological Association
Weight:   0.783kg
ISBN:  

9781433828867

ISBN 10:   1433828863
Pages:   341
Publication Date:   27 February 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Contents Contributors Introduction Erica S. Weisgram and Lisa M. Dinella Part I: Toy Preferences and Gender Chapter 1: Gender Typing of Toys in Historical and Contemporary Contexts Erica S. Weisgram Chapter 2: Research Methods in Studying Gender and Toy Preferences Lisa M. Dinella Chapter 3: Gender-Typed Toy Preferences Among Infants and Toddlers Kristina M. Zosuls and Diane N. Ruble Chapter 4: Characteristics of Masculine and Feminine Toys and Gender-Differentiated Play Isabelle D. Cherney Part II: Causes of Children’s Gender-Typed Toy Play Chapter 5: Sex Hormones and Children’s Gender-Typed Toy Play Melissa Hines and Jacqueline Davis Chapter 6: Environmental and Social Contributions to Children’s Gender-Typed Toy Play: The Role of Family, Peers, and Media Christia Spears Brown and Ellen A. Stone Chapter 7: Cognitive Perspectives on Children’s Toy Choices Carol Lynn Martin and Rachel E. Cook Part III: Consequences of Gender-Typed Toy Play Chapter 8: Impact of Gender-Typed Toys on Children’s Neurological Development Lise Eliot Chapter 9: Fashion or Action? Gender-Stereotyped Toys and Social Behavior Sarah K. Murnen Chapter 10: Cognitive Consequences of Gendered Toy Play Lynn S. Liben, Kingsley M. Schroeder, Giulia A. Borriello, and Erica S. Weisgram Chapter 11: Working at Play: Gender-Typed Play and Children’s Visions of Future Work and Family Roles Megan Fulcher and Emily F. Coyle Chapter 12: Societal Causes and Consequences of Gender Typing of Children’s Toys Campbell Leaper and Rebecca S. Bigler Chapter 13: Conclusion: Toward a Greater Understanding of Children’s Gender-Typed Toy Play Erica S. Weisgram and Lisa M. Dinella Index About the Editors      

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Author Information

Erica S. Weisgram, PhD, is professor of psychology at University of Wisconsin–Stevens Point (UWSP). Her research focuses broadly on gender development in children, adolescents, and young adults. Her recent work explores the cognitive construction of stereotypes in preschool children and how cultural stereotypes affect children’s interest in toys. She also examines how gender and gender-related factors (e.g., stereotypes, values, familial roles) affect individuals’ occupational and academic interests with a specific focus on girls’ and women’s interest in math and science occupations. Dr. Weisgram earned her bachelor’s degree at Luther College and her PhD at The University of Texas at Austin. She is the 2016 winner of the UWSP Justus Paul Sabbatical Award and the UWSP Excellence in Teaching Award. Lisa M. Dinella, PhD, is a research scientist who investigates the relations between gender, academic achievement, and career development. Dr. Dinella studies children’s toy play and media exposure, and how gendered experiences shape academic and career pursuits across the lifespan. She is principal investigator of the Gender Development Laboratory at Monmouth University, where she is associate professor of psychology and affiliated faculty member of Gender Studies. Her school-based research endeavors led to her edited book Conducting Science-Based Psychology Research in Schools. Dr. Dinella recently presented on gender disparities in children’s media and toys at The White House in Washington, DC. She drew from her research to provide key recommendations to toy, media, and youth-serving organizations on how to break down gender stereotypes.  

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