中美六年级小学生性别角色现状与差异

  目的  了解中国小学六年级学生性别角色发展状况并与美国小学生进行对比，为性别发展敏感时期学生的性别角色干预提供跨文化的理论依据。  方法  采取整群抽样和随机整群抽样的方法分别抽取202名美国印第安纳州六年级小学生与554名中国江苏省六年级小学生进行性别角色问卷调查。对中国小学生进行性别角色整体状况分析与人口学差异检验，并与美国小学生性别角色发展状况进行对比。  结果  中国小学生总体性别角色发展较好，双性化达到41.2%，男性化占13.4%，女性化占11.2%，未分化占34.3%；女生未分化比例(29.2%)低于男生(39.4%)(χ2=4.13，P < 0.05)；中国小学生双性化比例高于美国(26.2%)(χ2=8.86，P < 0.01)，女性化比例低于美国(17.3%)(χ2=4.34，P < 0.05)。  结论  当代小学生性别角色发展有大幅提升，但男生性别角色比女生更需要引导；中国小学生性别角色发展优于美国。应建立文化自信，立足本土。

Status and comparison of gender role development between Chinese and American sixth grade students

  Objective  To understand the status of gender role development of sixth grade students, and to provide cross-cultural theoretical basis for strengthening gender role of students in gender sensitive period.  Methods  Cluster sampling and random cluster sampling method were used to select primary school students from Indiana US and China for gender role study. There are 202 valid questionnaires for American primary school students and 554 for Chinese primary school students. The overall situation of gender role of Chinese primary school students and demographic-specific characteristics was analyzed, and was compared with counterparts in the US.  Results  The overall gender role of Chinese primary school students was typically developed, with 41.2% androgyny, 13.4% masculine, 11.2% feminine, and undifferentiated, 34.3%. Gender role develops faster in girl(29.2%) than that of boys(39.4%)(χ2=4.13, P < 0.05). The proportion of androgyny of Chinese students was significantly higher than that of the US(26.2%) (χ2=8.86, P < 0.01), and the proportion of feminization in the US(17.3%) was significantly higher than that of China (χ2=4.34, P < 0.05).  Conclusion  The development of gender role among contemporary primary school students is greatly improved, although boys' gender role needs more guidance than girls. The development of gender role among Chinese primary school students is better than that of the US, which enhances our cultural competence in the future.