A second important influence in the socialization of gender roles is the peer group (Arnon et al., 2008). One element of peer-group influence that begins early in life is a voluntary segregation of the sexes. This separation begins during the preschool years, and by first grade, children select members of their own sex as playmates about 95% of the time (Maccoby, 1998). Segregation of the sexes, which continues into the school years, contributes to sex typing in play activities that helps prepare children for adult gender roles (Moller et al., 1992). Girls often play together with dolls and tea sets, and boys frequently engage in athletic competitions and play with toy guns. Such peer influences contribute to the socialization of women who are inclined to be nurturing and nonassertive and of men who are comfortable being competitive and assertive.
By late childhood and adolescence, the influence of peers becomes even stronger (Doyle & Paludi, 1991; Hyde, 2006). Children of this age tend to view conformity as important,
and adhering to traditional gender roles promotes social acceptance by their peers (Absi-Semaan et al., 1993). Most individuals who do not behave in ways appropriate to their own sex are subjected to pressure in the form of ostracism or ridicule.