厦门市小学生性别角色与家庭因素的关联

高迪; 李艳辉; 王西婕; 杨招庚; 陈曼曼; 马莹; 马军; 邹志勇

doi:10.16835/j.cnki.1000-9817.2022.02.003

厦门市小学生性别角色与家庭因素的关联

doi: 10.16835/j.cnki.1000-9817.2022.02.003

北京大学公共卫生学院，北京大学儿童青少年卫生研究所，北京 100191

基金项目:

国家自然科学基金项目 81773454

双一流学科引进人才与启动项目 71006Y2517

详细信息

作者简介:
高迪(1993-)，女，吉林省人，在读博士，主要研究方向为儿童青少年生长发育及影响因素

通讯作者:
邹志勇，E-mail：harveyzou2002@bjmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G78 B844.2 R179
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出版历程
- 收稿日期: 2021-10-08
- 修回日期: 2021-11-19
- 网络出版日期: 2022-02-24
- 刊出日期: 2022-02-25

Association between gender role and family factors among primary school students in Xiamen

School of Public Health, Institute of Child and Adolescent Health, Peking University, Beijing (100191), China

摘要

摘要: 目的分析厦门市小学生性别特质得分和性别角色类型与家庭因素的关联，为促进儿童青少年性别角色健康发展提供科学依据。方法采取整群抽样的方法，于2018年5月在厦门市2所九年一贯制学校开展调查，纳入823名小学生作为研究对象，通过儿童性别角色量表(CSRI)调查小学生男女性特质得分和性别角色类型(男性化、女性化、双性化、未分化)，采用非参数检验、广义线性模型以及Logistic回归分析不同性别小学生男女性特质得分、性别角色类型与家庭因素的关联。结果与一般核心家庭的男生相比，其他家庭的男生男性特质得分降低了0.282分(95%CI=-0.452~-0.110)，女性特质得分降低了0.192分(95%CI=-0.369~-0.014)；与家庭社会经济地位中等的男生相比，家庭社会经济地位较低的男生男性特质得分降低了0.157分(95%CI=-0.286~-0.029)，女性特质得分降低了0.140分(95%CI=-0.274~-0.005)。其他家庭男生的双性化比例远低于一般核心家庭(OR=0.45，95%CI=0.21~0.94)，未分化比例是一般核心家庭的2.33倍(95%CI=1.22~4.44)；家庭社会经济地位较低的男生双性化比例低于家庭社会经济地位中等男生(OR=0.59，95%CI=0.35~0.99)，而未分化比例为家庭社会经济地位中等的1.62倍(95%CI=1.00~2.65)。在女生中，不同家庭因素的性别特质得分和性别角色类型的差异均无统计学意义(P值均>0.05)。结论小学生的男女特质得分、性别角色类型与家庭结构、家庭社会经济地位有关，尤其是在男生中。因此家庭环境是儿童性别角色的重要影响因素，儿童性别角色的健康发展需要家长的关注和正确引导。
- 性别特性 /
- 家庭 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To analyze the association between masculine and feminine traits, gender role in students and family factors, and to provide a scientific basis for promoting the healthy development of children and adolescents' gender role. Methods Cluster random sampling method was used to selected 823 students from 2 schools of Xiamen in May, 2018, participants were asked to report individual masculine and feminine traits through the Child's Sex Role Inventory, and then gender role was divided into four types (masculine, feminine, androgynous, undifferentiated). Non-parametric tests, generalized linear model, and Logistic regression model were used to explore the association between masculine and feminine traits, gender role and family factors. Results Compared with the boys from the nuclear family, the masculine traits were lower in boys of other families by 0.282(95%CI=-0.452--0.110), and the feminine traits were also lower by 0.192 (95%CI=-0.369--0.014). Compared with boys of middle socioeconomic status (SES), the masculine traits of boys from low SES decreased by 0.157 (95%CI=-0.286--0.029), and the feminine traits decreased by 0.140 (95%CI=-0.274--0.005). The proportion of androgynous in boys from other families was significantly lower than boys from the nuclear family (OR=0.45, 95%CI=0.21-0.94), with the proportion of undifferentiated significantly higher than nuclear family 2.33 (95%CI=1.22-4.44). The proportion of androgynous in boys from low SES was significantly lower than boys from middle SES (OR=0.59, 95%CI=0.35-0.99), with the proportion of undifferentiated significantly higher than middle SES 1.62 (95%CI=1.00-2.65). Among girls, the differences in masculine and feminine traits and gender role of different family factors were not statistically significant (P>0.05). Conclusion The masculine and feminine traits and gender role in students are associated with family structures and socioeconomic status, especially in boys. Therefore, the family environment is an important factor affecting children's gender role, and the healthy development of children's gender role needs parents' attention and correct guidance.
- Gender indentity /
- Family /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同家庭因素小学生男女特质得分比较

Table 1. Comparison of masculine/feminine traits among primary school students with different family factors

家庭因素	人数	男性特质			女性特质
家庭因素	人数	M(IQR)值	Z/H值	P值	M(IQR)值	Z/H值	P值
家庭结构
一般核心家庭	376	2.88(0.76)	11.83	< 0.01	3.00(0.80)	5.70	0.06
直系家庭	332	2.82(0.71)			3.00(0.73)
其他家庭	115	2.59(0.71)			2.87(0.76)
独生子女
是	208	2.82(0.76)	0.02	0.89	2.93(0.67)	0.03	0.87
否	615	2.82(0.76)			3.00(0.80)
SES
高	155	2.82(0.76)	3.85	0.15	3.07(0.67)	8.14	0.02
中	460	2.82(0.71)			3.00(0.73)
低	208	2.82(0.82)			2.93(0.88)

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表 2 小学生男女特质得分与家庭因素的广义线性回归分析[B值(B值95%CI)]

Table 2. General linear model analysis of masculine/feminine traits and family factors in primary school students[B(B 95%CI)]

自变量	选项	男性特质		女性特质
自变量	选项	男生(n=376)	女生(n=447)	男生(n=376)	女生(n=447)
家庭结构	直系家庭	-0.066(-0.184~0.052)	0.001(-0.099~0.101)	-0.081(-0.204~0.043)	0.054(-0.046~0.154)
	其他家庭	-0.282(-0.452~-0.112)^**	-0.108(-0.242~0.027)	-0.192(-0.369~-0.014)^*	-0.088(-0.223~0.047)
独生子女	是	-0.086(-0.215~0.043)	-0.002(-0.110~0.106)	-0.027(-0.162~0.108)	-0.016(-0.124~0.092)
SES	低	-0.157(-0.286~-0.029)^**	-0.016(-0.130~0.098)	-0.140(-0.274~-0.005)^*	0.014(-0.100~0.128)
	高	0.074(-0.081~0.228)	0.037(-0.079~0.153)	0.128(-0.034~0.289)	0.077(-0.039~0.193)
注：家庭结构以一般核心家庭为对照，独生子女以非独生子女为对照，家庭社会经济地位以中SES为对照；模型中调整了年龄；P<0.05，*P<0.01。

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表 3 小学生性别角色类型与家庭因素的多因素Logistic回归分析[OR值(OR值95%CI)]

Table 3. Multivariate Logistic regression of gender role and family factors in primary school students[OR(OR 95%CI)]

自变量	男生(n=376)				女生(n=447)
自变量	男性化	女性化	双性化	未分化	男性化	女性化	双性化	未分化
家庭结构
直系家庭	0.95(0.54~1.67)	1.12(0.41~3.03)	0.78(0.49~1.24)	1.28(0.81~2.02)	0.82(0.37~1.79)	1.05(0.60~1.84)	1.15(0.76~1.75)	0.88(0.56~1.37)
其他家庭	0.56(0.22~1.43)	1.88(0.53~6.62)	0.45(0.21~0.94)^*	2.33(1.22~4.44)^*	1.27(0.50~3.21)	1.37(0.68~2.76)	0.59(0.32~1.07)	1.27(0.71~2.28)
独生子女
是	1.11(0.60~2.06)	1.26(0.47~3.37)	0.70(0.42~1.18)	1.23(0.75~2.01)	1.80(0.86~3.76)	0.95(0.52~1.71)	0.90(0.57~1.42)	0.93(0.58~1.51)
SES
低	0.98(0.53~1.84)	1.02(0.32~3.23)	0.59(0.35~0.99)^*	1.62(1.00~2.65)^*	0.84(0.34~2.07)	0.89(0.47~1.68)	1.37(0.85~2.20)	0.81(0.48~1.34)
高	0.80(0.37~1.74)	2.71(0.94~7.77)	0.94(0.51~1.72)	0.91(0.50~1.66)	0.93(0.39~2.19)	0.95(0.50~1.80)	1.30(0.80~2.12)	0.78(0.46~1.33)
注：家庭结构以一般核心家庭为对照，独生子女以非独生子女为对照，家庭社会经济地位以中SES为对照；模型中调整了年龄；* P<0.05。

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