{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T16:24:54Z","timestamp":1753892694931,"version":"3.41.2"},"reference-count":42,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,7,5]],"date-time":"2024-07-05T00:00:00Z","timestamp":1720137600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec><jats:title>Objective<\/jats:title><jats:p>School age is a critical period for the development of individual gender equality consciousness. The purpose of this study was to explore the potential classes of school-age children\u2019s gender equality consciousness, influencing factors and their differences in gender role, thus providing targeted guidance for the formulation and implementation of gender equality education strategies.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A cross-sectional survey was conducted among 1846 school-age children using the demographic information questionnaire, gender equality consciousness questionnaire and Bem Sex Role Inventory. A latent class analysis was performed to explore gender equality consciousness latent classes. Multinomial logistic regression analysis was conducted to examine the predictors of class membership, and chi-square test was used to compare the gender role of each latent class.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The average age of the included 1846 participants was 10.10\u2009\u00b1\u20091.82\u2009years old. The proportion of boy, grade 6 and living in urban area, respectively, were 50.8, 25.3, and 60.2%. The only children was 16.3% and left-behind children was 22.5%. 60.5% of all children thought their parents had a good relationship. The core family structure in all participants was 54.1%. Mothers were the caregivers of most children (63.6%). The same-sex friends more than 3 was 73.5%, while opposite-sex friends ranged from 0 to 1 was 41.7%. Three latent classes were identified and labeled \u201chigh gender equality consciousness\u201d class (20.6%), \u201cmoderate gender equality consciousness\u201d class (42.3%) and \u201clow high gender equality consciousness\u201d class (37.1%). Factors affecting the different types of school-age children\u2019s gender equality consciousness include gender, grade, caregiver, place of residence, whether they are left-behind children and parental relationship. Rural and left-behind children are more likely to enter the \u201clow gender equality consciousness\u201d group. Children in the \u201clow gender equality consciousness\u201d group had a lower proportion of androgynous gender role.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Rural children and left-behind children are the priority groups for gender equality education. Gender role is the important predictors and intervention targets of children\u2019s gender equality consciousness. Educators or policy makers can formulate targeted intervention measures according to the influencing factors of potential classes.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fpsyg.2024.1368023","type":"journal-article","created":{"date-parts":[[2024,7,5]],"date-time":"2024-07-05T15:40:22Z","timestamp":1720194022000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["A lower gender equality consciousness in rural and left-behind children: a latent class analysis"],"prefix":"10.3389","volume":"15","author":[{"given":"Yifei","family":"Li","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jingping","family":"Zhang","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jie","family":"Zhang","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Juan","family":"Li","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Yiping","family":"Chen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Man","family":"Zuo","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2024,7,5]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"298","DOI":"10.1111\/j.1467-7687.2009.00880.x","article-title":"The development of spontaneous gender stereotyping in childhood: relations to stereotype knowledge and stereotype flexibility","volume":"13","author":"Banse","year":"2010","journal-title":"Dev. 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