Investigates gender differences in smoking behavior by observing 292 men and 648 women smoking in a university workplace. Finds that men take longer breaks, smoke more cigarettes, and inhale more often than women. (MW)

Reports about on-site observations of student-teacher interaction for 50 college classes. Points to a need for testing a variety of variables in addition to sex before conclusions are drawn about sex-related behavior. (Author/DA)

Both male and female third graders generally attributed male traits to boy peers and female traits to girl peers. Sex differences appeared on the self-description measure: girls saw their behavior as more similar to female traits than male traits, while boys saw their behavior as equally similar to both. (Author/GC)

Research using a model for studying same-sex friendships has indicated differences between men's and women's friendships consistent with traditional sex roles and socialization patterns. However, the differences are small and diminish as strength/duration of friendship increases. There is no evidence that women's friendships are inferior to those…

Study results with 82 preschool children show that mothers' and fathers' emotion socialization strategies were different and in some cases differed with the child's gender, and that these reported emotion socialization practices were differentially related to children's behavior during peer play. (SLD)

Gender differences in reported anger and fear toward hypothetical males and females were explored in 120 6- to 12-year olds, 129 14- to 16-year olds, and 178 adults. Anger-producing or frightening situations or those depicting male stereotypic behaviors elicited the most gender consistent differences. (SLD)

Possible antecedents of toddler gender separation were studied with 57 toddlers with a mean age of 35 months. There were no differences between gender-segregating and nonsegregating children regarding gender toy preferences or gender awareness, but teachers saw gender-segregating girls as more socially sensitive. (SLD)

Recent research on sex differences in aggressive styles is reviewed. The concept of indirect aggression in particular is presented and discussed, and it is argued that it is nonsensical to claim that males are more aggressive than females. A theory about development of aggressive behavior styles is presented. (SLD)

Studied the relationship between gender differences in physical aggression and selected personality and social contextual factors through self-report measures completed by 89 adolescents. Findings suggest the strength and importance of sympathy as a mitigator of physically aggressive behaviors. Contains 58 references. (SLD)

Describes two studies to test the following hypotheses: (1) delinquent behavior that corresponds to sex stereotypes will be punished more severely; and (2) delinquent behavior that deviates will be evaluated more negatively. Presents model illustrating how sex stereotypes about delinquent behavior lead to sex-related differences in attribution and…

Investigates approval/disapproval of behavioral performance in terms of the relative status of male and female role positions. Reports that male role behaviors are more highly approved than female role behaviors for both male and female college students. (ST)

Examines evaluative behavior of parents toward their young children as a function of child gender, as well as relations between parental evaluation comments and children's emotional behavior (expressions of shame and pride). Results with 30 3-year-olds show gender differences in parental evaluation. (SLD)

Studied sexual harassment, including mild forms of harassment, experienced by male and female college students (n=369). Men and women were harassed with similar frequency, and more subtle forms of harassment were common. The very frequency of these subtle behaviors may explain why they are less likely to be labeled as harassment. (SLD)

Considers the direct and interactive relationships between three sex role variables and Type A/Type B behavior in college students of both sexes. The following measures were taken: (1) Type A behavior; (2) sex role behavior; (3) gender-schema; and (4) stress. (JS)

The distinction between "stereotype" as a cognitive structure and "stereotyping" as a complex set of intra- and inter-personal processes is discussed in light of relevant research in cognitive and social psychology. (Author/EB)