Young children's evaluations of exclusion in gender-stereotypic peer contexts.

This study investigated how 50 preschool children (25 girls, 25 boys) evaluated the appropriateness of excluding boys and girls from two types of activities (doll play, truck play) and two types of future roles (playing a teacher, playing a firefighter) across different exclusion contexts. Children judged straight-forward exclusion from activities on the basis of gender as wrong, even if the child's gender was stereotypical of the activity. Furthermore, they justified these decisions on the basis of moral reasons, such as equality and unfairness. Children used a mixture of moral and social conventional reasoning (including stereotypes), however, to evaluate multifaceted situations that called for judgments about both inclusion and exclusion and that included information about the children's past experience with the activity.