Many reviewers of the literature on children's sex typing have remarked on the failure of researchers to attend carefully to methodological issues when designing measures of sex typing. In the present article, the importance of conceptually and operationally distinguishing among (a) the target of sex typing (i.e., self vs. others), (b) the form of sex typing (e.g., knowledge vs. attitudes), and (c) the domain of sex typing (e.g., occupations, activities, etc.) is emphasized. Several other methodological issues in measurement design, including the independence and comparability of masculine and feminine items, are also discussed. Finally, newly developed measures of sex typing designed to address these conceptual and methodological issues are described.
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