Premium
Challenging gender stereotypes: Theory of mind and peer group dynamics
Author(s) -
Mulvey Kelly Lynn,
Rizzo Michael T.,
Killen Melanie
Publication year - 2016
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.12345
Subject(s) - psychology , theory of mind , social cognition , social cognitive theory , peer group , competence (human resources) , cognition , social psychology , norm (philosophy) , developmental psychology , social competence , legitimacy , social change , neuroscience , politics , political science , law , economics , economic growth
Abstract To investigate the social cognitive skills related to challenging gender stereotypes, children ( N = 61, 3–6 years) evaluated a peer who challenged gender stereotypic norms held by the peer's group. Participants with false belief theory of mind ( FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group's stereotypes and propose that the group engage in a non‐stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group's evaluation of challenges to the group's stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social‐cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one's own and other group perspectives.