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33 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Q. The main assumption of the biological approach to Gender |
-Biological sex determines gender => no distinction between sex&gender.
-Explained through hormones & differences in brain structure |
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Q. How testosterone impacts on gender development |
-Testosterone is released in the womb, more present in males than females
-Testosterone leads to the development of male sex organs, also acts on the hypothalamus = masculinisation of the brain |
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AO1 Q. Evidence for brain differences |
1: LeVay(91') - INAH3 Found that males have a bigger INAH3, a section in the hypothalamus
2: Shaywitz & Shaywitz (95') Examined males & females with MRI scans while they did a lang task. Found males used only left, females used both hemispheres, |
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AO2 Q. Outline Young's (1966) Rat Study |
-Manipulated the amount of sex hormones rats received in early development (Males = more female hormones & vice versa) -Found that males adopted the female position & vice versa
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AO2 Q. Eval Young's (1966) rat study |
Eval: -Suggests that prenatal hormones influence our behaviour -Issue of extrapolation, cannot be generalised as rats differ from humans so may display diff results. => reduces credibilty |
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AO2: Bio exp for Gender Q. Describe Money & Erhadt's study |
-Compared girls that were exposed to male sex hormones in the womb to sisters who were not
-Found that mothers rated the exposed girls as more masculine, played more masculine games & toys |
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Q. What is epigenetics? |
This is the idea that genes change due to the environment e.g. sporty people would have more testosterone => It is hard to tell if their hormones = sporty or if other factors = being sporty which then = increased testosterone |
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Bio exp Q. How does Holloway et al criticise Erhardt & Money's study |
-Biased -Leading questions => reduces validity of study -> undermines the overall theory -And subjective view of masculinity - lack of standardised criteria reduces validity as mother may view certain behaviours as masculine while others wouldn't |
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A01 Q. 4 different classifications of culture (Not Indiv & Collect) |
-Traditional: male and female roles are clearly defined and inflexible -Egalitarian: male and female roles are less rigid, flexible more equal -Masculine: valu masculine qualities e.g. independence and competition -Feminine: value feminine qualities interpersoanl harmony & cooperation |
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Q. Findings of Mead's Study in Papa New Guinea |
-first tribe: both displayed feminine traits -Second: both masculine traits -Third (the Tchambuli): were reverse to stereotypical views women = possessive and definite, men where flirtatious |
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Q.Evaluate Mead's study |
-She did not speak the language -Ppts knew they were being observed -Observational therefore unscientific, potential for observer bias -Mead then changed her view after more studies to say there were more similarities in the way gender is displayed |
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Q. Who found that gender behavioural differences are due to the differences in tasks |
Whiting & Edwards, studied 11 non-western cultures Found girls were given domestic tasks/childcare Boys were given outdoor tasks |
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Q. How does Buss' study support Whiting & Edwards |
Buss fond that across cultures males look for attrativness in mate selction while women value resouces -Shows that gender differences are similar in different cultures |
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Q. Name the two studies comparing Individualistic cultures to collectivist |
1: Chang et al: Compared Chinese students to US 2: Leung & Moore: compared the Chinese Australians to English Australians |
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Q. Findings of Chang et al study and Leung & Moore |
Used a egalitarian gender role attitude scale found: -US students value equality at work -Chinese students value equality at home L&M: found that both male & female chinese-aussies had feminine traits while eng-aussies had masculine |
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Q. Outline the study about cultural differences within cultures |
Tang & Good, they compared Americans, northern Italians and southern Italians - both are individualistic cultures. =Americans conformed more to trad views on masculinity =Northern Italians conformed less to trad views on masculinity |
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Q. Main assumption of the Evolutionary explanation to Gender |
Gender roles & differences formed as they were able to help aid survival and reproduction. |
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Q. 1 evo explanation (hint: challenges ancestors faced) |
Gender role divisionappeared as an adaption to the challenges faced by our ancestors over10.000years ago. Men = hunter gatherers. Now present as traditionally men are the financial providers, more independent/dominant Women = carers. Evolved to be women as the nurturing, |
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Q. Research to support Evo theory & div of labour (hint: K&S) |
Kuhn & Stiner: suggest the div aided survival, whilst neanderthals that did not have the di of labour - both male & females hunted - it then led to their extinction. |
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Q. Eval of K & S study on benefit of labour differences |
-Suggesting Neanderthals became extinct due to ta lack of division, is criticised as being speculative as there may be other causes of their extinction. This is a critic to evo theories as there is a lack of falsifiability - impossible to prove or disprove - reduces reliability |
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Q. AO2: Study that refutes Evo theory on division of labour |
Mead - 3 tribes in New Guinea, Tchambuli tribe was reverse of trad roles. Shows gender roles are not predetermined This shows that evolution is not the main factor, as if gender roles were evolved it would be universal. Shows that dif in culture leads to dif in socialisation of males & females - dif in gender roles |
-Not the women about women kidnapping men (but that also works) |
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Q. 2nd Evo explanation (hint: figth/flight - tend/befriend) |
Gender Dif: women arebetter at empathising while men are better at systemising. Evo: Dif in challenges faced by males & females lead to dif responses. Male = hunters - fight/flight Female = caretakers = tend/befriend |
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Q. Outline Taylor et al's, study which supports Evo theory (hint: fight/flight) |
Taylor et al (2000), Men would have dealt with threats by fight or flight response Women would have to protect their young and themselves - tend to grouptogether as a family unit in order to protect the young. Explain - women prevalent in careers such as nurisng - nurturing roles Men more in careers e.g banking, engineering - more independent |
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AO2 Q.Study to support evo exp for diff in response to stress (hint: cortisol/sports star) |
Ennis: studied cortisol levels in students 1week before & immediately before an exam.
-Male cortisol levels had increased = more anxiety -Females had decreased =more sociable => supports the idea that W&M react differently to stress |
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AO2 Q. Who studied tribes & found that women can be fighters and kidnapped the men from other tribes? Q. How does this refute Evo theory |
-Manilowski (1929) -As evo theory suggests that women are likely to tend/befriend - this shows that it is not innate and other factors influence response to stress. E.g. the culture/nurture may mean girls are faced with dif challenges - fighting -this then leads to them developing dif responses to stress. |
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Q. What did LeVay find? Q. What did Shaywitz & Shaywitz find? |
-LeVay: the IMAH3 i bigger in males -Shaywitz x2: used MRI scans on M&F while doing a language task. Males - only used left hemisphere, women used both |
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Q. Findings of Lytton and Romney's study on parental reinforcement of gender -Meta analysis of over 27,000ppts in America and 17 other western countires |
-Found that parents encouraged sex-typed activities in both play and chores -Boys were more likely to be physically punished than girls -Fathers treated sons & daughters more differently than mothers |
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Social Infl on Gender: Q. Outline Fagot's study |
-Compared 42 trad families to 26 egalitarian -In trad families the children used gender labels earlier and showed more gender stereotyping from 4 |
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Social Infl on Gender: Q. A study to critic Lytton & Romney's findings |
-Maccoby & Jacklin Found that there was no difference in parents treatments in terms of autonomy and aggression -As boys are said to be more autonomous and aggressive - parents don't explain everything |
Hint: diff in autonomy & aggression M..... & J..... |
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Social Infl on Gender: Q. How does SCLT explain gender development |
-Children learn though observation and imitation of role models (e.g. paret, peers..) -Acknowledges the cognitive process children use - children actively copy those that are dominant and attractive to them |
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Social Exp: Q. 2 Studies to support Peer reinforcment in Gender Dev |
1. Archer & Lloyd: 3yr olds criticise cross-sex play 2. Langlois & Downs: boys likely to get ridiculed if playing with girls toys |
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Q. Durkin's view on peer influence |
-Suggests peers are more influential than parents -May be due to the idea that parents offer unconditional support -> more risk involved with peers |
-conditional or uncondtional |
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Q. Explain Direct Reinforcement, Indirect/Vicarious and Direct Tuition i relation to Gender Dev |
-Direct R: parents treating boys&girls diff -Indirect R: If others are rewarded it increases chances of their behav being copyied -Direct tuition: Parents may instruct children to behave in certain ways |
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