Considerable evidence suggests that women are almost twice as likely as men to experience depression. There is little evidence, however, as to how this sex difference develops. Because a number of studies have shown that the sex difference in depression first occurs during adolescence, it has been assumed that the difference reflects changes occurring at this time. Yet, there is evidence to suggest that the difference may emerge prior to adolescence. As early as elementary school, girls evaluate themselves more negatively than do boys, especially in the face of failure. This may lead to depression during adolescence when children make the transition from elementary to junior high school and when failure is often more common. Consistent with this proposal, depression does appear to increase among girls, but not boys, following such transitions. The major goal of the proposed research is to examine the social factors that cause girls to evaluate themselves more negatively than boys, and consequently to be more vulnerable to depression. To this end, the research investigates whether parents' gender stereotypes cause parents to exert more control over their daughters than over their sons. Importantly, the research also investigates the role that such a gender socialization plays in the development of sex differences in self-evaluation and consequent depression. The proposed study employs a longitudinal design in which children's reaction to a school transition both before and after adolescence is examined. The results yielded by the proposed research will elucidate the social underpinnings of the development of sex differences in self-evaluation and consequent depression as well as the development of these phenomena in general. Hence, the research will provide basic knowledge which may ultimately be used to develop intervention programs to prevent depression in children of both sexes.
