This special issue examines gender construction by children in some
of its rich cultural and contextual complexity and in some of its
interactions with power. The first two articles are about preschool
children's language. One examines preschoolers' socialization into
Japanese--a language in which gender marking is inescapable, and
the other compares Mandarin-speaking preschoolers' language in
Mainland China with that of English-speaking preschoolers in the
United States. Dealing with middle-school aged children, the next
two articles deal with the influence of expertise and examine talk
within a mixed-sex group of Latino children doing groupwork. The
issue concludes with an epilogue commenting on the special issue
and critically examining the problem of gender indexing.
General
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