Gender and the expression of status in children's mixed-age conversations

Abstract

This study investigated gender differences in the speech styles of children in mixed-age dyads. Fifty-one third graders were tape recorded while playing checkers with a same-gender first or third grader. Transcripts were coded for speech acts that indexed either egoistic or prosocial dominance (amount of turns, interruptions, requests, insults, and tutorial instructions) or deference (compliments, questions). The chief gender differences between third graders indicated that girls were more tutorial in their speech with younger conversation partners, and boys were more likely than girls to brag or insult their opponent in either a mixed- or same-age setting. Asymmetry in interaction was more pronounced among mixed-age girls than boys, with third-grade girls appearing more dominating in both prosocial and egoistic ways. Although there were few overall differences in how first-grade boys and girls addressed older children, first-grade boys produced a disproportionate amount of compliments or self-denigrating speech. These results indicate that there are emergent gender differences in how children assume leadership roles. It is recommended that teachers and adults encourage mixed-gender and mixed-age interaction to expand the scope of children's early social experiences and better prepare them for the blends of gender and status they will encounter in gender-integrated workplaces.