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30 Cards in this Set
- Front
- Back
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DEVELOPING GENDER IDENTITY REQUIRES
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GENDER DISCRIMINATION-THE ABILITY TO TELL THE DIFFERENCE BETWEEN MALE AND FEMALE
GENDER KNOWLEDGE - PHYSICAL DIFFERENCES - DIFFERENCES IN ACTIVITIES GENDER LABELING – APPLYING THE CORRECT WORDS |
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SEQUENCE OF DEVELOPMENT
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LABELING
• GROUPING ACCORDING TO SEX • GENDER-TYPED ACTIVITIES - WHICH CHILDREN APPLY INFLEXIBLY • GENDER CONSISTENCY – THE BELIEF THAT SEX IS A PERMANENT CHARACTERISTIC |
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• GENDER CONSISTENCY
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– THE BELIEF THAT SEX IS A PERMANENT CHARACTERISTIC
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THAT DESPITE THE PREDICTIONS OF
THESE THEORIES, AND ALL OF THE THEORIES PREDICTS that by the time a child is kind of mid-elementary school at the latest, that . |
child will BE STEREO-TYPED
as male or female |
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ALL CHILDREN DEVELOP A GENDER
IDENTITY, OR most children develop a gender identity |
that is CONSISTENT
with their biological sex |
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a disorder labeled gender identity disorder, it is in the dsm.
how do you know that a kid is going to have gender identity disorder? what are the real signs? |
self-mutilation
ender identity or gender permanence, or if rather than being attracted to the other sex activities, they are adamantly opposed related to their ow it’s when, like the boy in this story, wants the pink shoes and doesn’t want the football, |
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some kids with gender identity disorders
DO WHAT |
do attempt to do some type of surgical manipulation of their own GENITALS,
so it is almost like an expressed hatred of their own sex, so not just some attraction to the activities of both, but a rejection of their own biological sex, |
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GENDER IDENTITY DEVELOPMENT, IN SOME SENSE, STARTS AT (OR MAYBE EVEN BEFORE)
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BEFORE BIRTH
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GENDER IDENTITY IS THE IDENTIFICATION AND ACCEPTANCE OF
SELF AS MALE OR FEMALE |
IS THE IDENTIFICATION AND ACCEPTANCE OF
SELF AS MALE OR FEMALE |
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i. GENDER KNOWLEDGE IS PART
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OF GENDER IDENTITY
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ii. GENDER LABELING IS THE ABILITY TO CORRECTLY LABEL MALE AND FEMALE
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IS THE ABILITY TO CORRECTLY LABEL MALE AND FEMALE
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HOW DOES GENDER IDENTITY DEVLOP
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1. STARTS BEFORE BIRTH
2. DFIFFERENT TREMENT FOR BOYS AND GIRLS |
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GENDER IDENTITY IS THE IDENTIFICATION AND ACCEPTANCE OF SELF AS MALE OR FEMALE BEGINS
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GENDER KNOWLEDGE
GENDER LABELING KNOWLEDGE OF GENDER ROLE |
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iii. KNOWLEDGE OF GENDER ROLE IS ANOTHER COMPONENT – WHAT ACTIVATES
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ARE TYPICALLY ASSOCIATED WITH WOMEN AND MEN
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iv. FACTORS IN THE DEVELOPMENT OF GENDER IDENTITY INCLUDE
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1. NOT ONLY THE ABILITY TO DISTINGUISH BETWEEN THE SEXES
2. BUT ALSO THE ABILITY TO LABEL EACH, KNOWLEDGE OF GENDER ROLES AND HOW EACH INDIVIDUAL FITS INTO THESE CATEGORIES. |
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DEVELOPMENT DURING CHILDHOOD MAY BEGIN VERY EARLY
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a) NINE-MONTH-OLD INFANTS CAN
DISTINGUISH BETWEEN WOMEN’S AND MEN’S FACES, BUT THEY ATTEND PRIMARILY TO HAIR LENGTH AS THE CUE |
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a) NINE-MONTH-OLD INFANTS CAN
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DISTINGUISH BETWEEN WOMEN’S AND
MEN’S FACES, BUT THEY ATTEND PRIMARILY TO HAIR LENGTH AS THE CUE |
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b) BY AGE 24 MONTHS, CHILDREN EXHIBIT SOME GENDER KNOWLEDGE
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c) SUCH AS TYPICAL TOY CHOICES.
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SEQUENCE OF CHILDHOOD GENDER ROLE DEVELOPMENT
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APPLY GENDER LABELS CORRECTLY BETWEEN 2 AND 3
BY 3 CAN GROUP BASED ON GENDER BY 4 MOST HAVE THE CONCEPT OF GENDER 6 OR 7 MAYHILDREN MAY LACK GENDER CONSISTENCY, THE BELIEF THAT CHILDREN ATTAIN THEIR GENDER EVEN WHEN THEY UNDERGO OTHER PHYSICAL CHANGES – THEY MAY BELIEVE THAT TRANSFORMATION IN PHYSICAL APPEARANCE OR PROPER NAME WILL PRODUCE A CHANGE IN SEX. e) BY LATER CHILDHOOD AND ADOLESCENCE, INDIVIDUALS ARE CAPABLE OF MAKING EXCEPTIONS TO THE RULES AND CATAGORIES SO THEIR GENDER FLEXIBILITY INCREASES. |
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a) LEARNING TO APPLY GENDER LABELS CORRECTLY OCCURS
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BETWEEN 2&3 YEARS
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b) BY AGE 3 MANY CHILDREN
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CAN FORM GROUPING BASED ON GENDER BUT STILL LACK GENDER STABILITY, THE BELIEF THAT GENDER IS A PERMANENT PERSONAL FEATURE.
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c) BY AGE 4, MOST CHILDREN HAVE
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MOST CHILDREN HAVE A CONCEPT OF GENDER – TYPED ACTIVITIES AND SOME GENDER STEREOTYPES, WHICH MAY LEAD THEM TO BE “SEXIST PIGLETS”
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EVEN AT AGE 6 OR 7,
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CHILDREN MAY LACK GENDER CONSISTENCY,
THE BELIEF THAT CHILDREN ATTAIN THEIR GENDER EVEN WHEN THEY UNDERGO OTHER PHYSICAL CHANGES – THEY MAY BELIEVE THAT TRANSFORMATION IN PHYSICAL APPEARANCE OR PROPER NAME WILL PRODUCE A CHANGE IN SEX. |
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e) BY LATER CHILDHOOD AND ADOLESCENCE, INDIVIDUALS
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ARE CAPABLE OF MAKING EXCEPTIONS TO THE RULES AND CATAGORIES SO THEIR GENDER FLEXIBILITY INCREASES.
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2) DIFFERENCES BETWEEN GIRLS AND BOYS REFLECT
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THEIR SOCIALIZATION
a) BOYS RECEIVE MORE RIGID AND HARSH TRAINING b) BOTH CHILDREN AND ADULTS HAVE MORE POSITIVE ATTITUDES ABOUT “TOMBOYS” THAN ABOUT “SISSIES” CHILDREN MASTER INFORMATION ABOUT THEIR OWN GENDER BEFORE THE OTHER, BUT GIRLS DEVELOP GENDER KNOWLEDGE A BIT EARLIER THAN BOYS D |
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HOW DO CHILDREN LEARN ROLES
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MANIPULATION
PARENTS RESPONDS DIFFERENTLY TO BOYS AND GIRLS TEACHERS USUALLY WOMEN PAY MORE ATTENTION TO THE BOYS PEERS PARENTS MEDIA TOYS |
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PARENTS RESPONDS DIFFERENTLY TO BOYS AND GIRLS
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CHANNELING TOYS
VERBAL APPELLATIONS SCTIVITY EXPOSURE |
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GENDER IDENTY
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FAMILIES IMPORTANT INFLUENCE ON GENDER SOCIALIZATION
PARENTS SEND GENDER MESSEAGES THROUGH MODELING PARENTS TEACHES SEND DIFFERNT MESSAGES , DIFFERENT TREATMENT FOR BOYS AND GIRLS BOYS DO CERTAIN ACTIVITIES AND GIRLS DO CERTAIN ACTIVEIES TRADIIONAL FAMILIES TEACH TRADITIONAL GENDER ATTITUDES AND BEHAVIORS PARENTS ASSIGN CHORES TO REFLECT THEIR BIOLOGICAL SEX |
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HOW DOES MEDIA
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INFLUENCE GENDER STEROTYPING BY
TV PROGRAMS, MOVIES VIDEO GAMES COMMICS ;OTERATIRE BOOKS |
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GENDER IDENTITY DISORDER
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WHOEXPRESS PREFERENCES AND ENACT BEHAVIORS TYPICAL OF THE OTHER GENDER AND REJECT THOSE TYPICAL OF THEIR OWN
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