Children's Search for Gender Cues
By Carol Lynn Martin, D. Ruble. 2004
552 citations recorded by the source corpus.
Subfields: Gender Studies
View Paper: https://www.semanticscholar.org/paper/fb8fa2e2ad2f05d93558e85000bc802a56024fc3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Gender Studies
- Erica S. Weisgram
- David Reilly
- David L. Neumann
- R. Bigler
- Megan Fulcher
- Carol Lynn Martin
- Laura D. Hanish
- Amanda Diekman
Citations in the corpus
- New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “In adolescence and young adulthood, individuals may endorse more egalitarian beliefs about women in STEM fields as individuals’ use of gender stereotypes decreases overall (Martin & Ruble, 2004; Signorella, Bigler, & Liben, 1993).”
- Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences (2014, background): “From this perspective, children view toys as belonging to discrete gender categories—a task they may be able to do as early as 24 months of age (Levy, 1999)—and are intrinsically motivated to search for cues to aid in their gender categorization (Martin & Ruble, 2004).”
- Gender-Role Differences in Spatial Ability: A Meta-Analytic Review (2013, background): “Conformity cues as to who should engage in certain behaviors, and what activities are permissible for boys or girls, come from peers, parents, and the media (Martin and Ruble 2004; Matthews 2007), and this has implications for intellectual domains that are masculine or feminine dominated (Eccles 200”
- Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators (2017, background): “From infancy and throughout childhood and adolescence, boys and girls experience the world differently, and are subject to different pressures and expectations (Lytton & Romney, 1991; Martin & Ruble, 2004).”
- Social dynamics in the preschool (2005, background): “For most children, we expect these beliefs to be evident by preschool as they develop basic notions about gender at an early age (Martin, 2000; Martin & Ruble, 2004; Martin, Ruble, & Szkrybalo, 2002, 2004).”