In this study, we examined relations among gender, self-concept and ch
ildren's autobiographical narratives. Twenty-two white middle-class ch
ildren 8 years of age (50% female) were administered the Children's Se
lf-View Questionnaire (CSVQ). In addition, children were asked to reca
ll a specific experience associated with each of the nine self-concept
dimensions assessed by the CSVQ, including Achievement, Alienation, a
nd Social Closeness. Consistent with previous research with adults, gi
rl's autobiographical narratives were longer, more coherent and more d
etailed than were boys' narratives. Girls were also more likely to pla
ce their autobiographical narratives in a social context, to refer to
more affiliative themes, and to mention more people and more emotions
than were boys. In all these ways, girls' narratives were more sociall
y contexted and relational than were those of boys. However, no relati
ons were found between specific dimensions of self-understanding and c
hildren's autobiographical narratives. Theoretical implications of the
se findings are discussed. (C) 1998 John Wiley & Sons, Ltd.