Conceptions of Self - The Developmental Perspective

The Developmental Perspective

Research by Tiedemann (2000) found that parents’ and teachers’ gender stereotypes about children’s mathematic abilities influenced children’s self-concepts about their mathematic ability prior to having extensive math experiences in school. Tiedemann’s (2000) research findings also indicate that the correlation increased between adult’s gendered stereotypes and children’s beliefs about themselves as children aged throughout elementary school. Additional research by Benner and Mistry (2007) indicates that parent’s initial expectations for their children, during early childhood, correlate with children’s academic success. These findings highlight the influence of adult stereotypes and expectations on children’s self-concept formation.

Research by Maccoby (1990) found that boys and girls choose same-sex play partners by age 3 and maintain their preferences until late elementary school. Boys and girls become involved in different social interactions and relationships. Girls tend to prefer one-on-one dyadic interaction, while boys prefer group activities. Girls tend to share secrets and form tight, intimate bonds with one another. Furthermore, girls are more likely to wait their turn to speak, agree with others, and acknowledge the contributions of others. Boys, on the other hand, build larger group relationships based on shared interests and activities. Boys are more likely to threaten, boast, and call names, suggesting the importance of dominance and hierarchy in groups of male friends. Subsequently, the social characteristics of boys and girls tend to carry over later in life as they become men and women.