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    <title>UTas ePrints - The effect of gender context on children's social behavious in a limited resource situation: an observational study</title>
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    <meta content="Green, V.A." name="eprints.creators_name" />
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<meta content="Knowing when to compete and when to cooperate to maximize opportunities for equal
access to activities and materials in groups is critical to children's social and cognitive
development. The present study examined the individual (gender, social competence)
and contextual factors (gender context) that may determine why some children
are more successful than others. One hundred and fifty-six children (M age = 6.5
years) were divided into 39 groups of four and videotaped while engaged in a task
that required them to cooperate in order to view cartoons. Children within all groups
were unfamiliar to one another. Groups varied in gender composition (all girls, all
boys, or mixed-sex) and social competence (high vs. low). Group composition by
gender interaction effects were found. Girls were most successful at gaining viewing
time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys
were least successful in same-sex groups and most successful in mixed-sex groups.
Similar results were also found at the group level of analysis; however, the way in
which the resources were distributed differed as a function of group type. Same-sex
girl groups were inequitable but efficient whereas same-sex boy groups were more
equitable than mixed groups but inefficient compared to same-sex girl groups. Social
competence did not influence children's behavior. The findings from the present study
highlight the effect of gender context on cooperation and competition and the relevance
of adopting an unfamiliar peer paradigm when investigating children's social
behavior." name="eprints.abstract" />
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<meta content="Archer, J. (1992). Childhood gender roles: Social context and organization. In H. McGurk (Ed.),
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Gender Context and Social Behavior 603
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relations among preschool children. Child Development, 47, 980–989." name="eprints.referencetext" />
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development. The present study examined the individual (gender, social competence)
and contextual factors (gender context) that may determine why some children
are more successful than others. One hundred and fifty-six children (M age = 6.5
years) were divided into 39 groups of four and videotaped while engaged in a task
that required them to cooperate in order to view cartoons. Children within all groups
were unfamiliar to one another. Groups varied in gender composition (all girls, all
boys, or mixed-sex) and social competence (high vs. low). Group composition by
gender interaction effects were found. Girls were most successful at gaining viewing
time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys
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Similar results were also found at the group level of analysis; however, the way in
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    <h1 class="ep_tm_pagetitle">The effect of gender context on children's social behavious in a limited resource situation: an observational study</h1>
    <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Green, V.A.</span> and <span class="person_name">Cillessen, A.</span> and <span class="person_name">Berthelsen, D</span> and <span class="person_name">Irving, K.</span> and <span class="person_name">Catherwood, D.</span> (2003) <xhtml:em>The effect of gender context on children's social behavious in a limited resource situation: an observational study.</xhtml:em> Social Development, 12 (4). pp. 586-604.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1634/1/Green2003.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1634/1/Green2003.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />109Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.blackwell-synergy.com/doi/abs/10.1111/1467-9507.00250">http://www.blackwell-synergy.com/doi/abs/10.1111/1467-9507.00250</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Knowing when to compete and when to cooperate to maximize opportunities for equal
access to activities and materials in groups is critical to children's social and cognitive
development. The present study examined the individual (gender, social competence)
and contextual factors (gender context) that may determine why some children
are more successful than others. One hundred and fifty-six children (M age = 6.5
years) were divided into 39 groups of four and videotaped while engaged in a task
that required them to cooperate in order to view cartoons. Children within all groups
were unfamiliar to one another. Groups varied in gender composition (all girls, all
boys, or mixed-sex) and social competence (high vs. low). Group composition by
gender interaction effects were found. Girls were most successful at gaining viewing
time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys
were least successful in same-sex groups and most successful in mixed-sex groups.
Similar results were also found at the group level of analysis; however, the way in
which the resources were distributed differed as a function of group type. Same-sex
girl groups were inequitable but efficient whereas same-sex boy groups were more
equitable than mixed groups but inefficient compared to same-sex girl groups. Social
competence did not influence children's behavior. The findings from the present study
highlight the effect of gender context on cooperation and competition and the relevance
of adopting an unfamiliar peer paradigm when investigating children's social
behavior.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available at www.blackwell-synergy.com</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">gender; social competence; cooperation; competition; peer interaction</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/380106.html">380000 Behavioural and Cognitive Sciences &gt; 380100 Psychology &gt; 380106 Developmental Psychology and Ageing</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1634</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">22 Aug 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1634;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1634">item control page</a></p>
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