Abstract
The chief purpose of this study was to examine the development of stable concepts of "boy" and "girl" (gender identity constancy) in kindergartners and first and second graders. Gender constancy was explored in relation to cognitive level (assessed both by grade and conservation measures); whether the concept was applied to the subject himself or to another child; whether the concept was applied to live children or pictorial representations; and sex role preferences (games, television characters, peer preferences). In support of a cognitive-developmental position, gender constancy was found to be related to cognitive level, and most children conformed to a developmental sequence (Guttman scalogram) in which conservation preceded gender constancy. Gender constancy performance was better when the concept was applied to the self versus another child and when applied to pictorial representations versus live forms. Gender constancy was not related to sex role preferences.
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