Date of Award

Summer 2022

Document Type


Degree Name

Doctor of Psychology (PsyD)



Committee Chairperson

Stevie Grassetti, PhD

Committee Member

Vanessa Kahen Johnson, PhD

Committee Member

Lauri Hyers, PhD


Gendered play is defined as the socialization of children to expectations of culturally determined gender roles via the mechanism of play. This study tested hypothesized links between undergraduate students’ childhood experiences and current beliefs to determine predictors of their future plans for gendered play as parents. Results indicated that men and women recall experiences of gendered play during their childhoods, consistent with past research. Most men and women did not plan to engage in gendered play with their own children in the future. Past play with toys stereotyped for girls was the strongest predictor of women’s plans for gendered play with their future children. Similarly, past experiences with toys stereotyped for boys was the strongest predictor of men’s plans for gendered play with their future children. Identification with feminist values was not a significant predictor of future gendered play practices. Implications for parent-child relationships are discussed, as are clinical implications for individual and family therapy. Future research should focus on intergenerational transmission of gender socialization and the inclusion of individuals of all gender identities.