One of the first categories that children recognize is sex-related; there is a neat division in their minds between male and female. For example, children first indicate their ability to label their own sex and the sex of others between 2 and 3 years of age. By 4 years of age, children are aware that sex identity is stable over time. They then come to the realization that sex identity remains the same despite any changes in clothing, hair style, or activities.

How children acquire their sense of gender in a way that they themselves and their society find acceptable remains a central issue in development. “Acceptable” means many things to many people. Although gender roles for boys and girls, men and women are slowly—even grudgingly—changing, sharp differences of opinion are still evident. For example, many parents want their children to follow traditional gender roles (sports for boys, dolls for girls), whereas other parents want to break down what they consider rigid gender role stereotypes. In discussing these issues, we first clarify the meaning of several terms used in any analysis of gender and development.

Gender development is multifaceted, occurs over a period of time, and is influenced by biological, social, and psychological factors (Table 41-1). It includes the ability to label oneself and others as male or female (gender identity), knowledge of gender roles, adoption of gender roles, and gender constancy, (i.e., recognizing that one’s own gender is permanent). Proponents of cognitive-developmental theory take the view that changes in cognitive ability and language combined
with children’s innate tendency to search the environment for cues about how to behave account for the development of gender knowledge and constancy. Social learning theory is associated with adoption of gender roles—that is, developing a preference for clothing and activities appropriate for one’s own gender based on social experiences.