Children’s adherence to gender stereotypes can be detrimental, yet interventions to tackle stereotyping have achieved mixed success. Few studies have examined interventions developed collaboratively by educators and researchers, and the impact of interventions that focus on increasing perceived similarities between genders has yet to be tested. The present study evaluated an intervention among 6- to 10-year-old British children (47 boys; 37 girls) compared to a control group (61 boys; 47 girls). Led by their class teacher via weekly 30-minute lessons, over a four-month period, children learned to identify and challenge stereotypes, and explored similarities between genders and diversity within gender (e.g., not all girls like pink). Key measures of gender flexibility in relation to toy play, occupations, and perceived similarity to gender groups were utilised. After controlling for baseline scores, the intervention group felt more similar to the other gender and reported that they could do a wider range of occupations in the future. Those who showed less flexibility around toy play at baseline were more flexible after the intervention. Boys in the intervention group reported that gender stereotypes were more unfair than did the control group. Findings are discussed in relation to theories of gender stereotyping and intervention research.

儿童坚持性别定型观念可能是有害的，但解决定型观念的干预措施却取得了不同的成功。很少有研究检查由教育者和研究人员合作开发的干预措施，而侧重于增加性别之间的感知相似性的干预措施的影响尚待检验。本研究评估了6至10岁的英国儿童（47名男孩； 37名女孩）与对照组（61名男孩； 47名女孩）相比的干预措施。在四个月的时间里，由班主任通过每周30分钟的课程，在四个月的时间里，孩子们学会了识别和挑战刻板印象，并探索了性别之间的相似性和性别内的多样性（例如，并非所有女孩都喜欢粉红色）。与玩具游戏，职业，并利用了与性别群体相似的感觉。在控制了基线分数之后，干预组感到与其他性别更为相似，并报告说他们将来可以从事更广泛的职业。那些在基线时对玩具游戏缺乏灵活性的人在干预后更加灵活。干预组中的男孩报告说，性别定型观念比对照组更不公平。讨论了有关性别定型观念和干预研究的研究结果。干预组中的男孩报告说，性别定型观念比对照组更不公平。讨论了有关性别定型观念和干预研究的研究结果。干预组中的男孩报告说，性别定型观念比对照组更不公平。讨论了有关性别定型观念和干预研究的研究结果。