Effects of Non‐Sexist Curriculum Intervention on Children's Sex Role Learning

Abstract

This study investigated the effects of non‐sexist curriculum intervention on preschool children's sex role learning. Twenty‐four boys and twenty‐four girls were equally divided among three pro grams: non‐sexist curriculum, male director; non‐sexist curriculum, female director; and control curriculum, female director. Subjects in the non‐sexist programs were presented with a curriculum designed to increase children's role options, whereas control subjects received no such instruction. Sex role discrimination and preference were assessed at the beginning and end of a six‐month period with the Sex Role Learning Index (SERLI) and the It Scale for Children (ITSC). Results revealed that in comparison to the control group, subjects in the non‐sexist programs exhibited less stereotypic responses on SERLI measures of object discrimination, adult activity preference, and child activity preference. While the programs did not differ on ITSC preference following the intervention, the ITSC results indicated that boys increased significantly more than girls in their preference for same‐sex activities during the six‐month period. Implications of the study were dis cussed, and a comparison was made of the two measures of children's sex role learning.