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Despite increasing advocacy for gender equality, gender prejudice and discrimination persist. The origins of these biases develop in early childhood, but it is less clear whether (1) children's gender attitudes predict discrimination and (2) gender attitudes and discrimination vary by ethnicity and US region. We examine these questions with an ethnically (Asian, Black, Latinx and White) and geographically (Northeast, Pacific Northwest, West, Southeast and Hawaii) diverse sample of 4‐ to 6‐year‐old children (N = 605) who completed measures of gender attitudes and discrimination in a preregistered study. Children, across groups, demonstrated more positive attitudes towards their gender ingroup. Children who showed more pro‐ingroup attitudes also showed more pro‐ingroup behavioural discrimination. Girls showed stronger ingroup favouritism than boys, but ethnic and regional groups generally did not vary in levels of bias. These findings contribute to our understanding of how gender intergroup biases develop and highlight the generalizability of these processes.

 

Previous research often suggests that people who endorse more essentialist beliefs about social groups are also likely to show increased prejudice towards members of these social groups, and there is even some evidence to suggest that essentialism may lead to prejudice and stereotyping. However, there are several notable exceptions to this pattern in that, for certain social groups (e.g., gay men and lesbians), higher essentialism is actually related to lower prejudice. The current studies further explored the relationship between essentialism and prejudice by examining a novel type of essentialism—transgender essentialism (i.e., essentializing transgender identity), and its relationship to prejudice towards transgender people. Study 1 (N = 248) tested the viability of transgender essentialism as a construct and examined the association between transgender essentialism and transprejudice, while Studies 2a (N = 315), 2b (N = 343), 3a (N = 310), and 3b (N = 204) tested two casual pathways to explain this relationship. The results consistently showed that the more that people endorse transgender essentialist beliefs, the warmer their feelings towards trans people (relative to cis people) were, echoing past research showing a similar relationship between essentialism and prejudice towards sexual minorities. However, the manipulations of both essentialism (Studies 2a and 2b) and prejudice (Studies 3a and 3b) were largely unsuccessful at changing the desired construct, meaning we were unable to provide direct causal tests. The one exception was a successful manipulation of the universality of trans experiences, but even here this resulted in no change in prejudice. The primary contribution of this work is in robustly demonstrating that greater transgender essentialism is associated with transprejudice. 

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.

 

Gender is one of the central categories organizing children’s social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children (n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children’s gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings (n = 189) and cisgender controls (n = 316). Third, transgender and cisgender children’s patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later.