Submission Type
Poster
Abstract
Research on gender differences in children’s use of affiliative and assertive language has focused primarily on naturalistic observation of interactions with same-gender peers. Studies (e.g. Leaper & Ayres, 2007) have suggested that boys use more assertive language than girls do, and that girls tend to use more affiliative language. Past studies in our lab have suggested that gender differences observed in peer interactions are not always seen in sibling interactions. As a part of a longitudinal study, 7- and 17-year-olds' use of assertive and affiliative language was examined duringcooperative age-appropriate tasks. At each age, both tasks were done separately with a sibling and with a friend. Transcripts of these sessions were coded for the presence of assertive and affiliative utterances. Assertive utterances were defined as those used primarily to accomplish a goal, whereas affiliative utterances were those intended primarily to establish or maintain contact with others. Based on previous findings in our lab and contrary to findings by most other researchers, we expected that gender differences would be more pronounced during interactions with friends than during interactions with siblings. Previously reported patterns of girls using more affiliative language than boys held true during interactions with friends, but there were no gender differences in the use of assertive language with friends at either age. Gender effects for assertive and affiliative language use with siblings did not match the previous peer findings at either age. Boys’ and girls’ use of assertive and affiliative language is more complicated than indicated by past studies.
Recommended Citation
Thurston, Natalie, "145-Gender and Affiliative/Assertive Language Use by 7- & 17-year-olds with Siblings and Friends" (2024). GREAT Day Posters. 36.
https://knightscholar.geneseo.edu/great-day-symposium/great-day-2024/posters-2024/36
145-Gender and Affiliative/Assertive Language Use by 7- & 17-year-olds with Siblings and Friends
Research on gender differences in children’s use of affiliative and assertive language has focused primarily on naturalistic observation of interactions with same-gender peers. Studies (e.g. Leaper & Ayres, 2007) have suggested that boys use more assertive language than girls do, and that girls tend to use more affiliative language. Past studies in our lab have suggested that gender differences observed in peer interactions are not always seen in sibling interactions. As a part of a longitudinal study, 7- and 17-year-olds' use of assertive and affiliative language was examined duringcooperative age-appropriate tasks. At each age, both tasks were done separately with a sibling and with a friend. Transcripts of these sessions were coded for the presence of assertive and affiliative utterances. Assertive utterances were defined as those used primarily to accomplish a goal, whereas affiliative utterances were those intended primarily to establish or maintain contact with others. Based on previous findings in our lab and contrary to findings by most other researchers, we expected that gender differences would be more pronounced during interactions with friends than during interactions with siblings. Previously reported patterns of girls using more affiliative language than boys held true during interactions with friends, but there were no gender differences in the use of assertive language with friends at either age. Gender effects for assertive and affiliative language use with siblings did not match the previous peer findings at either age. Boys’ and girls’ use of assertive and affiliative language is more complicated than indicated by past studies.