Abstract
FAGOT, BEVERLY I. Consequences of Moderate Cross-Gender Behavior in Preschool Children. CHILD DEVELOPMENT, 1977, 48, 902-907. The reactions of peers and teachers to sex-typed behaviors of 106 boys and 101 girls in preschool classrooms were examined. Boys received significantly more peer and teacher criticism for engaging in stereotypic feminine behaviors, but more favorable reactions when engaging in task behaviors. Girls received more teacher criticism when they played in role activities with groups of boys. Boys who showed cross-gender preferences were given significantly more peer criticism and fewer positive reactions. Girls with cross-gender preferences did not receive differential peer reaction.
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