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American Behavioral Scientist
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Gender at Play

Fourth-Grade Girls and Boys on the Playground

D. Ellen Boyle

Wellesley College Center for Research on Women

Nancy L. Marshall

Wellesley College Center for Research on Women

Wendy W. Robeson

Wellesley College Center for Research on Women

This study explores the complicated social interactions related to gender that take place at school recess. Using grounded theory methodology and a social constructionist perspective, the researchers observed 67 recesses in New England and then examined the data to determine which themes emerged. Results demonstrate that there is great complexity in preadolescent gender relations and that their incidence and significance is in flux during recess time. Among the results noted were ways in which children reinforce their gender identities; the wide intragender variability in choice of activities especially for girls; and clear evidence of borderwork, that is, those interactions where boys and girls play together but there is something about the play that actually reinforces the gender divisions rather than diminishes them. Future research should examine ways adults can support children in developing relationships based on mutual collegiality and liking, thereby building their sense of competence and self-esteem.

Key Words: gender • children • play • school

American Behavioral Scientist, Vol. 46, No. 10, 1326-1345 (2003)
DOI: 10.1177/0002764203046010004
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A. D. Pellegrini and C. M. Bohn
The Role of Recess in Children's Cognitive Performance and School Adjustment
Educational Researcher, January 1, 2005; 34(1): 13 - 19.
[Abstract] [PDF]