Gender is likely to affect how adolescents manage the hall – mark transitions of this developmental period including the biological changes brought about by puberty, changes in peer and intimate relationships, increasing autonomy from parents and family, and planning their future academic and employment pathways (blum et al., 2017 ; perry & pauletti, 2011 ). while external influences, like peers, teachers, and the media, become increasingly important in an adoles cent’s life, many studies point to the central and continuing role of parents in adolescent development (ali et al., 2015 ; galambos et al., 2003 ). yet, the role of parents in the gender development of adolescents specifically has been relatively unexplored (galambos et al., 2009 ), particularly in com parison to theory and research highlighting parental influ ence on children’s gender development (endendijk et al., 2016 ; lytton & romney, 1991 ; mchale et al., ; spears- brown & tam, 2019 ). gender socialisation begins at birth, and gender identity and expression in adolescence is shaped by and extends upon childhood characteristics and experiences (galambos et al., ). yet, the dynamic nature of adolescence means that there is still considerable advancement during this period in how young people perceive, understand, and express their own and others’ gender, and in their values and attitudes about gender generally (kagesten et al., ). further,