Exploring dual gender typicality among young adults in the United States

Andrews, Naomi C. Z. ORCID: https://orcid.org/0000-0002-9390-314X, Martin, Carol Lynn, Cook, Rachel E., Field, Ryan D. and England, Dawn E. ORCID: https://orcid.org/0000-0002-0234-1824 (2019) Exploring dual gender typicality among young adults in the United States. International Journal of Behavioral Development, 43 (4) . pp. 314-321. ISSN 1464-0651 (doi:10.1177/0165025418811125)

Abstract

The goal of the current study was to better understand the development of gender typicality in young adulthood by applying the dual-identity approach to gender typicality, previously developed with children, to a university sample. Participants (n = 215, Mage = 20.20 years; 62% female) were asked to rate their perceived similarity to both own- and other-gender peers. They also completed questionnaires assessing sexist attitudes, internalized sexualization (females), adherence to male-typed behaviors in the context of interpersonal relationships (males; adherence to physical toughness and restrictive emotional expressivity), gender-based relationship efficacy, friendships, self-esteem, social self-efficacy, and social anxiety. Results indicated that self-perceived gender typicality involves comparisons to both gender groups, and that meaningful typologies can be created based on similarity to own- and other-gender groups. As with children, results indicated that identifying with one’s own gender was advantageous in terms of low social anxiety and relationships with own-gender peers. For adults who identified with both own- and other-gender peers, we identified additional social benefits (i.e., efficacy and friendships with other-gender peers). Further, we identified a downside to own-gender typicality: individuals who identified only with their own gender had more sexist attitudes than those who identified with the other gender. Findings support the viability of the dual-identity approach in young adults, and have implications for researchers assessing gender typicality across development.

Item Type: Article
Keywords (uncontrolled): Developmental and Educational Psychology
Research Areas: A. > School of Health and Education
Item ID: 26380
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Depositing User: Jisc Publications Router
Date Deposited: 12 Apr 2019 07:56
Last Modified: 05 Aug 2020 07:57
URI: https://eprints.mdx.ac.uk/id/eprint/26380

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