Recent research has shown that by the age of 4, preschool children tend to associate social power with the male gender. The present study examined this association with a group of children from a Maya community in Guatemala, where gender inequalities are high, and tested the prediction that a strong gender hierarchy reduces girls’ perception of themselves as being dominant in dyadic power situations. However, contrary to our predictions, we did not find that children associated power with the male gender. In Experiment 1, we asked 4 to 7 years-old children ( N = 70) to identify themselves with a dominant or subordinate character in same-gender and mixed-gender relationships. In contrast, to what was previously observed with French children, the results showed no significant difference between male and female participants, both of whom strongly identified with the dominant character. In Experiment 2, we asked 4 to 6 years-old participants ( N = 70) to assign a gender to a dominant and subordinate character and found a strong own-gender effect, with all participants, males and females, assigning their own gender to the powerful character. Again, this contrasts with previous findings indicating that children from France, Norway and Lebanon did consistently associate power with the male gender. The absence of a male-power association in Maya children is discussed in terms of cultural differences regarding exposure to gender stereotypes, power values and representations of female-male comparisons.