The Psychology of Gender 4th Edition

224 Chapter 7

Greater time in same-sex play predicts more

sex-stereotyped play over time (Fabes, Martin,

& Hanish, 2004; Martin & Fabes, 2001). Spe-

cifically, same-sex play in girls predicted a

decrease in activity and aggression over the

year, whereas same-sex play in boys pre-

dicted an increase in activity, aggression, and

rough-and-tumble play over the year.

If same-sex play increases stereotypi-

cal play styles, does other-sex play reduce ste-

reotypical play styles? There is some evidence

that this is the case. Mixed-sex play accounts

for about 30% of children’s interactions (Fabes

et al., 2004) but is typically not dyadic (see

Figure 7.2 for an exception; Fabes, Martin, &

Hanish, 2003). There is some accommoda-

tion of play styles when girls and boys are to-

gether. Studies of preschoolers show that boys

are less active, less forceful, and more agree-

able with females than males, and females are

more active, more forceful, more controlling,

and less agreeable with males than females

(Fabes et al., 2003; Holmes-Lonergan, 2003).

Accommodation of interaction styles also has

been observed among fifth and sixth graders

relational aggression is associated with being female, it could be explained by gender-role social-

ization. Girls are socialized to conceal their hostility toward others and to express aggression in a

more covert way. Third, like physical aggression, relational aggression has been linked to cogni-

tive biases in interpreting ambiguous situations (Crick et al., 2004). When the ambiguity occurs

in the context of a relationship, children who are relationally aggressive are more likely to make

hostile attributions (Leff, Kupersmidt, & Power, 2003).

TABLE 7.1 RELATIONAL AGGRESSION ITEMS

1. When angry, gives others the “silent treatment.”


2. When mad, tries to damage others’ reputations by passing on negative information.


3. When mad, retaliates by excluding others from activities.


4. Intentionally ignores others until they agree to do something for him or her.


5. Makes it clear to his or her friends that he or she will think less of them unless they do what he
   or she wants.


6. Threatens to share private information with others in order to get them to comply with his or
   her wishes.


7. When angry with same-sex peer, tries to steal that person’s dating partner.
   Source: Werner and Crick (1999).

FIGURE 7.2 A girl and a boy playing together;

cross-sex play is not the norm, especially dyadic

cross-sex play.

M07_HELG0185_04_SE_C07.indd 224 6/21/11 8:11 AM