兒童的性別角色認同，除了存在生理遺傳的基本差異，還包括後天環境的學習與影響。本研究主要探討國小學童的性別角色認同，分析兒童眼中的自己、兒童認為的父母形象、兒童畫中出現的家庭活動。 研究者選取臺南縣市國民小學各一所，以二、四、六年級學童為對象，請他們以「我的家庭」為題做畫。研究者分析了219位城市與鄉村地區學童的兒童畫。得到以下主要結論： 一、樣式化期與幫群期兒童對性別認同具有階段性發展： 1. 對家庭活動的描繪，隨年齡增長逐漸減少全家共同參與的活動。 2. 對男女性別認同由強調服裝（裙子或褲子）與頭髮長短等外表特徵到強調男性化或女性化態度的差異。 3. 低年級兒童對父母親形象仍保持傳統觀念並具有強烈的性別刻板印象，但中高年級學童對父母的形象則較多樣化。 二、學童的性別角色認同的性別差異較過去的研究結果更為複雜 1. 女童所畫的家庭活動以室內、居家為主，男童所畫的家庭活動以戶外為主，反映了女性化行為與男性化行為的特質。 2. 女童反而比男童更常描繪母親從事家務工作，可能與社會化過程中女性較易接受社會規範有關。 3. 兒童畫中的女性玩玩具槍、玩電腦，但是具有女性化特徵的遊戲卻只有女性從事。而且高年級的女童描繪的女性多半從事家務工作。 三、城鄉差異反應了兒童接觸的性別價值不同、提供的角色模範（role model）不同。 1. 都市地區兒童所畫的家庭活動多半以室內較多，但鄉村地區的兒童所畫的家庭活動則較有變化。 2. 都市地區學童所觀察到的性別角色模範是父母親分擔家務工作，因此出現爸爸煮飯、媽媽睡覺等與傳統性別角色不同的作品；但是在鄉村地區則男女的性別分工明顯，女性多半為家務工作的服務者。

　　　　　The aim of this study was to explore the gender identity of primary school pupils by analysing their drawings. The researcher explored how children drew themselves, their parents, and the family activities they involved with. Two hundred and nineteen pupils' drawings along with articles describing content were collected. The pupils were Year 2, 4, and 6 (age 8, 10, and 12). These drawings were analysed according to the styles of family activities, their family members, the images of their parents, pupils themselves, and other family members including brothers and sisters and grandparents. The researcher concluded that the pupils' gender identities followed the periodic development. Pupils' drawings showed that the senior pupils less participated in family activities because they may identity with their peer groups instead of their parents. Besides, the symbolization of gender developed from an emphasis of appearance, such as dressing and length of hair, to the weight of the masculine and feminine characters. Both Year 2 and Year 6 pupils identified with the traditional male and female roles, whereas the Year 4 pupils had a variety of descriptions of different gender images. The previous researchers argued that girls could be more critical about their traditional roles. The finding of this research, on the contrary, suggested that girls tended to accept their traditional gender model easily than the boys. It could because that the girls tended to accept traditional gender values embodied in socialisation. Another finding could be generated from this research that gender boundaries tended to be more influential on the boys than the girls. Although both girls and boys drew themselves playing guns or computers, only girls participated the feminine activities such as playing dolls, or caring babies at home. This research provided a beginning for the similar researches, and furthermore, to localize the related theories, no matter examining existing models or constructing a domestic one.