%0 Journal Article
%T Gender identity in childhood: A review of the literature
%A David G. Perry
%A Patrick J. Cooper
%A Rachel E. Pauletti
%J International Journal of Behavioral Development
%@ 1464-0651
%D 2019
%R 10.1177/0165025418811129
%X We review theory and research on the assessment, development, and consequences of individual differences in gender identity, as studied among ordinary school children. Gender identity encompasses children¡¯s appraisals of compatibility with, and motivation to fit in with, gender collectives; it is a multidimensional construct. Five dimensions of gender identity are considered in depth: felt same-gender typicality, felt other-gender typicality, gender contentedness, felt pressure for gender conformity, and intergroup bias. A host of cognitive, affective, social, and defensive processes contribute to these forms of gender identity, all of which in turn affect children¡¯s psychosocial adjustment. Felt same-gender typicality promotes self-esteem and protects children from harmful effects of stressors, but it is associated with negative attitudes toward other-gender peers and activities unless children feel at least somewhat similar to the other gender as well. Felt other-gender typicality distresses children who do not also feel same-gender¨Ctypical. The other three gender identity variables encourage self-serving behavior (e.g., dominance) if children view it as appropriate for their gender. Children who feel gender-atypical or discontent with their gender suffer considerable distress if they feel pressure for gender conformity. Gender contentedness may be a particularly powerful contributor to children¡¯s adoption of gender-typed behavior
%K Gender identity
%K middle childhood
%K gender differences
%U https://journals.sagepub.com/doi/full/10.1177/0165025418811129