Sex preferences in sociometric choices.

Abstract

Sex biases in children's sociometric preferences were examined developmentally using rating-scale data from 195 girls and 191 boys in kindergarten through the third grade (Study 1) and from 91 girls and 88 boys in the third through sixth grades (Study 2). Results of both studies indicated that children at each grade level rated opposite-sex classmates significantly lower than same-sex classmates. Furthermore, there was a significant linear trend for children's sex biases to increase with age, with this trend being particularly pronounced in the younger grades (i.e., kindergarten to Grade 3). Specifically, children received significantly lower ratings from opposite-sex peers in Grade 3 than they received in kindergarten, Grade 1, and Grade 2. Results are discussed in terms of future research in the area of sociometric assessment. For over 50 years, researchers have recognized the existence of a sex cleavage in children's peer interactions, emerging as early as the toddler and preschool years. For example, toddlers and preschoolers direct more social behavior and reinforcement to same-sex peers (Fagot & Patterson, 1969; LaFreniere, Strayer, & Gauthier, 1984) and orient their bodies farther away from cross-sex peers (Wasserman & Stern, 1978). Although the intensity of this sex-differentiated behavior may vary as a function of school setting and program variables (Bianchi & Bakeman, 1978), it nevertheless appears that, even without adult interference, children's early social interactions are highly sex biased. It is also generally believed that behavioral segregation of the sexes increases during the elementary school years, reaching its peak in early adolescence. Schofield (1981) has suggested that it is not that young adolescents do not see heterosexuality as the appropriate sexual orientation, but rather that they believe they have few interests to share as friends with members of the opposite sex. Other researchers cite differential rates of maturity (Campbell, 1939), encouragement from parents (Lewis, Young, Brooks, & Michalson, 1975), teachers (Fagot, 1977) and peers (Lamb & Roopnarine, 1979) for sex-appropriate play and activities, and behavioral incompatibilities in the games children play (Lever, 1976) as factors underlying the development of the sex cleavage. Observational studies, however, provide us with limited information regarding the way in which children themselves view their same-sex and cross-sex interpersonal relations. In this regard, sociometric methodology, designed to assess peer attraction and preference or liking within a specified group, is partic