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1. Science resource inequalities viewed as less wrong when girls are disadvantaged

   https://doi.org/10.1111/sode.12629  

   Sims, Riley N.; Burkholder, Amanda R.; Killen, Melanie (August 2022, Social Development)

   Abstract In response to some resource inequalities, children give priority to moral concerns. Yet, in others, children show ingroup preferences in their evaluations and resource allocations. The present study built upon this knowledge by investigating children's and young adults’ (N = 144; 5–6‐year‐olds,M_age = 5.83,SD_age= .97; 9–11‐year‐olds,M_age = 10.74,SD_age= .68; and young adults,M_age = 19.92,SD_age = 1.10) evaluations and allocation decisions in a science inequality context. Participants viewed vignettes in which male and female groups received unequal amounts of science supplies, then evaluated the acceptability of the resource inequalities, allocated new boxes of science supplies between the groups, and provided justifications for their choices. Results revealed both children and young adults evaluated inequalities of science resources less negatively when girls were disadvantaged than when boys were disadvantaged. Further, 5‐ to 6‐year‐old participants and male participants rectified science resource inequalities to a greater extent when the inequality disadvantaged boys compared to when it disadvantaged girls. Generally, participants who used moral reasoning to justify their responses negatively evaluated and rectified the resource inequalities, whereas participants who used group‐focused reasoning positively evaluated and perpetuated the inequalities, though some age and participant gender findings emerged. Together, these findings reveal subtle gender biases that may contribute to perpetuating gender‐based science inequalities both in childhood and adulthood. 

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2. Gender Encoding in Gender Diverse and Gender Conforming Children

   https://doi.org/10.1111/cdev.13399  

   Glazier, Jessica_J; Gülgöz, Selin; Olson, Kristina_R (November 2020, Child Development)

   Abstract Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3- to 5-year-old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender. 

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3. US and Chinese preschoolers normalize household labor inequality

   https://doi.org/10.1073/pnas.2301781120  

   Midgette, Allegra J; Ma, Danyang; Stowe, Lucy M; Chernyak, Nadia (September 2023, Proceedings of the National Academy of Sciences)

   Across many cultural contexts, the majority of women conduct the majority of their household labor. This gendered distribution of labor is often unequal, and thus represents one of the most frequently experienced forms of daily inequality because it occurs within one’s own home. Young children are often passive observers of their family’s distribution of labor, and yet little is known about the developmental onset of their perceptions of it. By the preschool age, children also show strong normative feelings about both equal resource distribution and gender stereotypes. To investigate the developmental onset of children’s recognition of the (in)equality of household labor, we interviewed 3 to 10-y-old children in two distinct cultural contexts (US and China) and surveyed their caregivers about who does more household labor across a variety of tasks. Even at the youngest ages and in both cultural contexts, children’s reports largely matched their parents’, with both populations reporting that mothers do the majority of household labor. Both children and parents judged this to be generally fair, suggesting that children are observant of the gendered distribution of labor within their households, and show normalization of inequality from a young age. Our results point to preschool age as a critical developmental time period during which it is important to have parent-child discussions about structural constraints surrounding gender norms and household labor. 

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4. Children show limited movement repertoire when learning a novel motor skill

   Lee, Mei-Hua; Farshchiansadegh, Ali; Ranganathan, Rajiv (September 2017, Developmental science)

   Examining age differences in motor learning using real-world tasks is often problematic due to task novelty and biomechanical confounds. Here, we investigated how children and adults acquire a novel motor skill in a virtual environment. Participants of three different age groups (9-year-olds, 12-year-olds, and adults) learned to use their upper body movements to control a cursor on a computer screen. Results showed that 9-year-old and 12-year-old children showed poorer ability to control the cursor at the end of practice. Critically, when we investigated the movement coordination, we found that the lower task performance of children was associated with limited exploration of their movement repertoire. These results reveal the critical role of motor exploration in understanding developmental differences in motor learning. 

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5. Predicting Early-Childhood Gender Transitions

   https://doi.org/10.1177/0956797619830649  

   Rae, James R.; Gülgöz, Selin; Durwood, Lily; DeMeules, Madeleine; Lowe, Riley; Lindquist, Gabrielle; Olson, Kristina R. (March 2019, Psychological Science)

   Increasing numbers of gender-nonconforming children are socially transitioning—changing pronouns to live as their identified genders. We studied a cohort of gender-nonconforming children ( n = 85) and contacted them again approximately 2 years later. When recontacted, 36 of the children had socially transitioned. We found that stronger cross-sex identification and preferences expressed by gender-nonconforming children at initial testing predicted whether they later socially transitioned. We then compared the gender-nonconforming children with groups of transitioned transgender children ( n = 84) and gender-conforming controls ( n = 85). Children from our longitudinal cohort who would later transition were highly similar to transgender children (children who had already socially transitioned) and to control children of the gender to which they would eventually transition. Gender-nonconforming children who would not go on to transition were different from these groups. These results suggest that (a) social transitions may be predictable from gender identification and preferences and (b) gender identification and preferences may not meaningfully differ before and after social transitions. 

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