Gender identity, social influence and children’s conversations

Abstract

This paper explores the relationship between gender, processes of argumentation and cognitive change in children’s social interaction. 120 children (average age, 9.5 years) discussed a moral dilemma with a same age peer. The style of children’s conversations differed between same sex (boy-boy and girl-girl) pairs and boy-girl pairs suggesting that social status forms of influence (stemming from a child’s gender identity) can act to obstruct the effective communication and acceptance of certain arguments (or more epistemic aspects of influence) in conversation. Further analysis of conversations points to the importance of addressing differences in perspectives when reaching agreement on this “developmental” task. Results are discussed with reference to children’s representations and resolutions of socio-cognitive conflict.