19.2.2: Gender Identity
- Page ID
- 225560
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Identify gender-based differences in how children express or suppress identity in response to social expectations.
- Discuss the importance of affirming environments that support diverse gender expressions.
During middle childhood, children’s gender identity becomes more stable and deeply embedded within their broader sense of self. As they grow cognitively and socially, children increasingly internalize societal expectations and peer norms related to gender, and these influences can shape how they express or suppress their interests and identity.
Research has shown that girls and boys navigate gender identity differently during this stage, often in response to varying levels of societal pressure and peer reinforcement.
Gender-Based Differences in Identity Expression
Studies indicate that girls are more likely than boys to report discontent with aspects of their gender identity during middle childhood (Martin & Ruble, 2010). This may be related to societal pressures around physical appearance, behavior, and the early internalization of body ideals, especially as puberty approaches. Girls are also more likely to express a broader range of interests during early and middle childhood, including those traditionally considered masculine, such as sports or science. However, many girls begin to abandon cross-gender interests around ages 9 to 11 in response to increasing pressure to conform to traditional gender roles and peer norms (Halim et al., 2014).
Figure \(\PageIndex{2}\). Girls are more likely to express a broader range of interests in middle childhood, but many of their cross-gendered interests are abandoneded due to increasing peer pressure to conform. Image is licensed CC0 1.0.
In contrast, boys tend to experience more rigid social expectations regarding gender conformity. Research consistently shows that boys face stronger sanctions from peers and adults when they display behaviors or interests perceived as feminine (Blakemore et al., 2009). Boys who express cross-gender interests—such as enjoying dance or playing with dolls—are often viewed less favorably by peers and are at increased risk for peer rejection or bullying (Martin, 1990). As a result, many boys suppress interests that deviate from gender norms in order to avoid negative social consequences.
Figure \(\PageIndex{3}\). Boys also receive peer pressure to conform and are more likely to be bullied for expressing interest in cross-gendered interests. Image by Jamie McFarlane is licensed CC BY-NC-SA 2.0.
Interestingly, girls who exhibit cross-gender interests are often viewed more positively and may even gain popularity in certain contexts, especially when those interests are associated with assertiveness or athleticism. However, this acceptance tends to be short-lived, as gender norms intensify in late childhood and early adolescence, prompting many girls to shift back toward more traditional expressions of femininity (Halim et al., 2017).
Social Pressures and Identity
These patterns show us that society is more accepting of girls "who act like boys" than of boys who "act like girls". This uneven standard can make it harder for boys to express themselves freely, while girls may lose confidence in exploring their full range of interests. The result is that children’s choices become more limited, not because of what they actually like, but because of what others expect from them.
Therefore, in this stage, it is critical for adults to provide affirming environments that allow children to explore their interests without fear of judgment and to let them know it's okay to be different.
References, Contributors and Attributions
Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2009). Gender development. Psychology Press.
Halim, M. L. D., Ruble, D. N., Tamis-LeMonda, C. S., & Shrout, P. E. (2017). Rigidity in gender-typed behaviors in early childhood: A longitudinal study of ethnic minority children. Child Development, 88(3), 814–827. https://doi.org/10.1111/cdev.12604
Halim, M. L. D., Ruble, D. N., & Amodio, D. M. (2014). Gender knowledge and gender attitudes in preschool children. Sex Roles, 70(9), 472–485. https://doi.org/10.1007/s11199-014-0375-0
Martin, C. L. (1990). Attitudes and expectations about children with nontraditional and traditional gender roles. Sex Roles, 22(3–4), 151–165. https://doi.org/10.1007/BF00288188
Martin, C. L., & Ruble, D. N. (2010). Patterns of gender development. Annual Review of Psychology, 61, 353–381. https://doi.org/10.1146/annurev.psych.093008.100511