Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
57 Cards in this Set
- Front
- Back
|
Intersexed
|
An individual who has genitalia and or reproductive organs that are a mix of male and female characteristics
|
|
|
Sex difference
|
A difference between males and females that is based on chromosomes
|
|
|
Gender difference
|
A difference between males and females that is thought to be based mainly on cultural and social factors
|
|
|
Gender role
|
A set of shared cultural expectations that outlines the attitudes and behaviours a typical male or female should display
|
|
|
Gender typing
|
The process by which children come to take on the gender roles expected in their society.
|
|
|
Socialization
|
The process through which children acquire the attitudes, beliefs, behaviours, and skills that their parents, peers, and culture consider appropriate
|
|
|
Gender consistency
|
A person’s awareness that gender is a permanent or invariant characteristic of an individual
|
|
|
Gender identity
|
Those aspects of a person’s sense of self that relate to masculinity or femininity
|
|
|
Gender schema theory
|
Set of ideas that concerns the way children, adolescents, and adults gather and organize information about gender, and then use this information to guide their attitudes and actions
|
|
|
Gender intensification hypothesis
|
The proposal that, with the approach of adolescence, children come under increased pressure from others to conform more closely to expected gender roles
|
|
|
Transgendered
|
A person who feels that they have the anatomy of one sex but the gender identity of another
|
|
|
Transsexual
|
A person who felt transgendered, but has made an effort to transition from their biological sex to their self-identified gender, through dress, drugs to prevent puberty, hormone therapy, or surgery
|
|
|
Learned helplessness
|
A condition that may follow failure if the person comes to believe that the outcome is uncontrollable and that further efforts are pointless
|
|
|
Stereotype threat
|
A factor that may interfere with the performance of those who belong to groups that are the target of negative stereotypes by arousing anxiety that they will fail and in this way confirm the stereotype
|
|
|
Co-rumination
|
A process in which friends talk about their problems and negative feelings at length, sometimes prolonging or amplifying the feelings.
|
|
|
Homophobia
|
A pronounced attitude of fear or distaste for feelings of sexual attraction toward one
|
|
|
Androgyny
|
Having both typically masculine and typically feminine psychological characteristics. (+ masc + fem -> androgynous) (+ masc – fem -> masculine sex typed ) ( - masc – fem -> undifferentiated ) (- masc + fem -> feminine sex-typed)
|
|
|
Two friends are arguing about the origins of sex and gender differences in teens. One says it's all biology, the other says it's mainly society and culture. They appeal to you to settle the question. What do you tell them, and what evidence do you offer to support your conclusions?
|
While genetic, hormonal, and physical differences between males and females have an impact on neurological development, the models of gendered behaviours that parents and peers present and the ways others respond to gender typical and gender atypical attitudes and behaviours channel the expression of biological differences according to the beliefs of the culture.
|
|
|
Discuss the relationship between gender and self-esteem in adolescence. How has this relationship been explained by theorists such as Carol Gilligan?
|
During early adolescence, self-esteem declines more sharply for girls than for boys. One reason is that girls experience greater body dissatisfaction than boys. Girls self-esteem and confidence may also suffer as they realize that their interest in and sensitivity to human relationships is not as highly valued by society as the practical problem solving more typical of boys. This is said to lead to them silencing their distinctive voice.
|
|
|
Discuss the similarities and differences between Kohlberg's cognitive-developmental approach to gender development and the gender schema approach of Martin and Halverson.
|
Both theories focus on the person's cognitive understanding of the concept and implications of gender. Kohlberg presents a stage theory in which the achievement of gender identity is critical, while Martin and Halverson see the construction of gender schemas as an ongoing process that begins early in childhood.
|
|
|
Biology, Sex, And Gender
|
Sex differences and gender differences, Gender roles and gender typing, Effects of prenatal hormones on fetus, Gender differences in amygdala, prefrontal cortex, Prenatal testosterone levels and masculinity, Contributions, interactions of genetics, environment
|
|
|
Clarifying the Difference
|
Gender - Refers to the social categories of male and female; Sex- Refers to the biological status of being male or female
|
|
|
Socialization And Gender
|
Socialization:effects of others, society. Treatment differences from earliest days. Clothing, toys, stories coded by gender. Bandura
|
|
|
Cognition And Gender
|
Importance of ideas about sex and gender. Kohlberg:gender consistency‑knowing gender is stable. Gender identity
|
|
|
Gender Intensification In Adolescence
|
Pressure to conform strengthens in early adolescence. Parents worry about “inappropriate” interests, activities. Peers less tolerant of cross-gender behaviors. Dating and conformity to traditional roles. Research evidence for gender intensification mixed
|
|
|
Gender Intensification Hypothesis
|
Psychological and behavioral difference between males and females become more pronounced at adolescence because of the intensified socialization pressures to conform to culturally prescribed roles. Gender intensification occurs especially for adolescents who are exposed to socialization pressures to conform to traditional gender roles
|
|
|
Gender And Achievement
|
Stereotypes: boys like math, girls like English. Classroom disadvantages for girls and boys. Boys somewhat better on mental rotation tasks. Gender differences in math performance small. Learned helplessness, competitiveness, stereotype threat
|
|
|
Gender And Self-Esteem
|
Effects of body image on self-esteem. Girls more affected by personal relationships.
“False self”:pretenses to protect relationships. Gilligan |
|
|
Gender, Emotion, And Mood
|
Emotionality differences result of experiences, expectations. Depression levels equal during childhood. With puberty, twice as many girls depressed. Girls more aware of own emotions. Rumination:brooding about problems, negative emotions. Relationship problems major cause of depression
|
|
|
Gender And Aggression
|
Boys more physically aggressive on average. Few consistently aggressive boys or girls. For most, aggressiveness declines across adolescence. Relational aggression: harming another’s social relationships. Girls use more relational than physical aggression. Boys use both physical and relational aggression
|
|
|
Gender And Personal Relationships
|
Boys—larger, less intimate groups of friends. Girls—relationship goals friendship, support, involvement. Girls—more conversation, more self-disclosure. Topics: feelings, friends (girls); cars, sports (boys). Co-rumination
|
|
|
Self-Reliant
|
– Masculine
|
|
|
Compassionate
|
– Feminine
|
|
|
Shy
|
– Feminine
|
|
|
Analytical
|
– Masculine
|
|
|
Dominant
|
– Masculine
|
|
|
Ambitious
|
– Masculine
|
|
|
Loyal
|
– Feminine
|
|
|
Understanding
|
– Feminine
|
|
|
Assertive
|
– Masculine
|
|
|
Cheerful
|
– Feminine
|
|
|
Affectionate
|
– Feminine
|
|
|
Independent
|
– Masculine
|
|
|
Aggressive
|
– Masculine
|
|
|
Sympathetic
|
– Feminine
|
|
|
Athletic
|
– Masculine
|
|
|
Child-Like
|
– Feminine
|
|
|
Tender
|
– Feminine
|
|
|
Individualistic
|
– Masculine
|
|
|
Competitive
|
– Masculine
|
|
|
Gullible
|
– Feminine
|
|
|
Ethnicity, Culture, And Gender
|
Gender roles widely different across cultures. Traditionalmen more important, dominate. Modern
|
|
|
Families And Gender Development
|
Mothers talk to children more, more supportive. Fathers ask questions, offer information, directions. Parents encourage gender-typed interests, activities. Siblings as models, teachers, sources of praise/criticism. Older siblings influence gender roles of younger siblings. Those with other-sex older siblings less stereotyped
|
|
|
Peers And Gender Development
|
Gender segregation in childhood. Boys more competition, girls more intimacy. Adolescence--need to impress, attract other gender. “Feminine” girls and “masculine” boys more attractive. Gender nonconformity rejected by and in boys
|
|
|
Gender Stereotypes in
Emerging Adulthood
|
Stereotype--- Occurs when people believe others possess certain characteristics simply as a result of being a member of a particular group Gender Stereotypes--- Attributing certain characteristics to others simply on the basis of whether they are male or female (Kite et al., 2008) Example--- Dresses are female Example
|
|
|
Gender And The Media
|
Media give information about gender roles. Media depictions rely on traditional stereotypes. Women unrealistically young, beautiful, thin, compliant. Watching television, reading fashion magazines linked to poor body image. Music video viewing and gender-stereotyped attitudes
|
|
|
Where Are Gender Roles Going?
|
Psychological androgyny: both masculine, feminine attitudes. Androgynous individuals more flexible, responsive, well-adjusted. Androgyny may be more advantageous for girls. Cultures differ in accepting range of gender roles
|
