Assessing sex typing and androgyny in children: The Children's Sex Role Inventory.

Boldizar, Janet P.·1991·Developmental Psychology

Abstract

A measure of sex typing and androgyny in children was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The Children's Sex Role Inventory (CSRI) was correlated with the BSRI in an adult sample to establish the equivalence of the two inventories for use in developmental research spanning middle childhood and adulthood. Ss were 145 third, fourth, sixth, and seventh graders, 130 of whom were tested 1 year later

Cites (2)

  1. The measurement of psychological androgyny
    Bem, Sandra L. · 1974 · Journal of Consulting and Clinical Psychology
  2. On the utility of alternative procedures for assessing psychological androgyny
    Bem, Sandra Lipsitz · 1977 · Journal of Consulting and Clinical Psychology

Show all 2 references

Cited by (4)

  1. Gender Differences in Writing Motivation and Achievement of Middle School Students: A Function of Gender Orientation?
    Pajares, Frank, Valiante, Giovanni · 2001 · Contemporary Educational Psychology
  2. Interparental Conflict and Adolescent Adjustment: Why Does Gender Moderate Early Adolescent Vulnerability?
    Davies, Patrick T., Lindsay, Lisa L. · 2004 · Journal of Family Psychology
  3. Gender role behaviour in prenatally dexamethasone-treated children at risk for congenital adrenal hyperplasia—a pilot study
    Hirvikoski, Tatja, Lindholm, Torun, Lajic, Svetlana, Nordenström, Anna · 2011 · Acta Paediatrica
  4. Anxiety and Anxiety Disorders in Girls
    Albano, Anne Marie, Krain, Amy · 2005 · Issues in Clinical Child Psychology

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Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Assessing sex typing and androgyny in children: The Children's Sex Role Inventory. https://app.cochat.ai/papers/10.1037//0012-1649.27.3.505
The paper
Boldizar, J. P. (1991). Assessing sex typing and androgyny in children: The Children's Sex Role Inventory. Developmental Psychology. https://doi.org/10.1037//0012-1649.27.3.505

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