Explorando uma abordagem comportamental sobre estereótipos de gênero em crianças

Abstract

Gender stereotype learning occurs very early in childhood and is closely related to the processes involved in establishing symbolic roles among stimuli. The rigidity with which gender stereotypes are followed is at the core of a sexist society. In light of this, the present research conducted three studies whose main objective was to foster a behavioral analysis of the processes of learning and change in gender stereotypes in children. The first study aimed to gather information and promote a discussion on gender development and stereotypes, based on Relational Frame Theory and the Hyper Dimensional Multilevel Framework (HDML). It was discussed how the science of behavior should focus its efforts on understanding symbolic mechanisms to expand gender binary rules, encompassing all their complexity. The second study conducted a systematic review of studies on gender stereotypes in children. The results point to a multidimensional and developmental approach to the phenomenon, with a growing interest in the field and methodological adaptations for the child population. The need for longitudinal studies and intervention, the importance of including young children, and overcoming gender binarism were discussed. Finally, the third study investigated the derivation of relationships between gender-stereotyped characters and counter-stereotyped toys in preschool children. Although some participants derived new relationships, there were discrepancies between the results observed in relational tests and assessment tasks. There is a need for a multidimensional analysis of child behavior regarding gender.