GENDER AND THE EXPRESSION OF STATUS IN CHILDRENS MIXED-AGE CONVERSATIONS

This study investigated gender differences in the speech styles of chi ldren in mixed-age dyads. Fifty-one third graders were tape recorded w hile playing checkers with a same-gender first or third grader. Transc ripts were coded for speech acts that indexed either egoistic or proso cial dominance (amount of turns, interruptions, requests, insults, and tutorial instructions) or deference (compliments, questions). The chi ef gender differences between third graders indicated that girls were more tutorial in their speech with younger conversation partners, and boys were more likely than girls to brag or insult their opponent in e ither a mixed- or same-age setting. Asymmetry in interaction was more pronounced among mixed-age girls than boys, with third-grade girls app earing more dominating in both prosocial and egoistic ways. Although t here were few overall differences in how first-grade boys and girls ad dressed older children, first-grade boys produced a disproportionate a mount of compliments or self-denigrating speech. These results indicat e that there are emergent gender differences in how children assume le adership roles. It is recommended that teachers and adults encourage m ixed-gender and mixed-age interaction to expand the scope of children' s early social experiences and better prepare them for the blends of g ender and status they will encounter in gender-integrated workplaces.