Abstract
In a study of perceptions of sex-sterotyping in occupations, children from first, fourth, and sixth grades in single-sex schools and a coeducational school were asked to name male and female occupants of traditionally male and traditionally female roles. Use of linguistic markers (e.g., lady doctor) or stereotypically inappropriate responses (e.g., naming a female doctor “nurse,” while correctly naming the male occupant of this role “doctor”) was associated with labeling female occupants of traditionally male roles and male occupants of traditionally female roles. The results from this study indicate that language subtly reflects children's perceptions of sex roles.
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