Psych Of Adolescence Exam 2

Front 1

Gender

Back 1

Social Categories of Male and Female

Front 2

Sex

Back 2

Biological status of being male or female

Front 3

Achieving Manhood: Provide

Back 3

Economic skills

Front 4

Achieving Manhood: Protect

Back 4

Protecting family, tribe and/or group

Front 5

Achieving Manhood: Procreate

Back 5

Sexual Experience Before Marriage

Front 6

Narrowly Constricted Girls in American History

Back 6

Occupational Roles,

Cultural Perceptions of Females,

Sexuality,

Physical Appearance

Front 7

3 Manhood Transformations

Back 7

Communal Manhood,

Self-Made Manhood,

Passionate Manhood

Front 8

Communal Manhood (17&18th Centuries)

Back 8

Preparing for adult role responsibilities in work and marriage

Front 9

Self-Made Manhood (19th Century)

Back 9

Expected to become independent for their families in adolescence

Front 10

Passionate Manhood (20th Century)

Back 10

Passionate Emotions (Anger, Sexual Desire) More Favorable, Self-Expression and Self-

Enjoyment are Virtuous

Front 11

Gender Intensification Hypothesis

Back 11

J. Hill (1983) and M. E. Lynch (1991) Intensified socialization pressures adolescents to conform to culturally prescribed gender roles.

Front 12

Differential Gender Socialization

Back 12

Socializing according to different gender

expectations,

Defines "Appropriate" behaviors for males &

females,

Most often results from how parents and

teachers were socialized,

Reflects a culture's beliefs about genders

Front 13

Cognitive Developmental Theory of Gender:

Age 3

Back 13

Understands they are male of female

Front 14

Cognitive Developmental Theory of Gender:

Age 4/5

Back 14

Identify things as appropriate for males or

females

Front 15

Cognitive Developmental Theory of Gender:

Age 6-10

Back 15

Perceptions of gender are less rigid

Front 16

Cognitive Developmental Theory of Gender:

Age 12-16

Back 16

Gender Intensification

Front 17

Bem Sex Role Inventory (BSRI; Bem 1974)

Back 17

Cross-National study in 30 countries (Williams & Best, 1990)

Break traits into masculine or feminine,

Gender Role Perception

Front 18

Androgyny

Back 18

Masculine and feminine traits in one person,

more flexible and creative, greater repertoire of traits, androgynous women better at saying "no"

Front 19

African American Women

Back 19

(Hooks 1981; Terrelonge 1989) Self-reliance,

Assertiveness, Perseverance

Adolescent girls have higher self-esteem, less concerned with appearance that white girls.

Front 20

African American Men

Back 20

Frequently subjected to insults to their manhood (called "Boy" often), difficult for black men to fill traditional "provider" role due to economic conditions

Front 21

Latino Women

Back 21

Highly traditional gender roles until recently,

Role of women concentrated on caring for kids,

taking care of home and providing emotional support to husband. Usually Catholic, taught to be like Virgin Mary, submissive and self-denying

Front 22

Latino Men

Back 22

Guided by ideology of "Machismo," dominance over females, expected to be the undisputed head of house, demand respect and obedience, expected to provide, protect and procreate.

Front 23

Gender Stereotype

Back 23

Connecting certain characteristics to male or

female. (Dresses are female, football is male)

Front 24

Persistence of Gender Differences

Back 24

Gender schemas shape how we notice, interpret and remember information. Social roles theory.

Front 25

Gender and Globalization

Back 25

More opportunities, more females in medicine, business and law but still earn less, in other countries have less opportunities.

Front 26

Broad Socialization

Back 26

Promotes independence, encourages self-

reflection, Self-esteem valued highly

Front 27

Narrow Socialization

Back 27

Promotes interdependence, needs and interests of others above self-esteem

Front 28

Actual Self

Back 28

Who I am

Front 29

Possible Selves

Back 29

Who I might become

Front 30

Possible Selves: Ideal Self

Back 30

Who I would like to be

Front 31

Possible Selves: Feared Self

Back 31

Who I dread becoming

Front 32

Self-Esteem

Back 32

Person's overall sense of worth and wellbeing

Front 33

Self-Concept

Back 33

The way a person views and evaluates

themselves (Also known as self-image or self-

perception)

Front 34

Development and Self-Esteem

Back 34

Self-esteem declines from pre-adolescence to

adolescence, but the degree of the decline shouldn't be exaggerated

Front 35

Baseline Self-esteem

Back 35

Stable, enduring sense of worth and well-being

Front 36

Barometric Self-esteem

Back 36

Fluctuating sense of worth and well-being in

response to the events of the day

Front 37

Adolescent Self-image: Eight Domains

Back 37

Scholastic Competence,

Social Acceptance,

Athletic Competence,

Physical Appearance,

Job Competence,

Romantic Appeal,

Behavioral Conduct,

Close Friendship

Front 38

Identity "Crisis" in Adolescence

Back 38

Crisis = Exploration

Front 39

Identity Achievement

Back 39

Clear and definite sense of self

Front 40

Identity Confusion

Back 40

Failure to form a stable and secure identity

Front 41

Psychosocial Moratorium

Back 41

Adult responsibilities are postponed in order for individuals to try out new things and see which they like best

Front 42

Negative Identity

Back 42

Identities based on identifications that are

undesirable and dangerous

Front 43

Identity Status

Back 43

James Marcia, four identity statuses:

Diffusion ("Who cares"),

Moratorium (,

Foreclosure,

Achievement

Front 44

Diffusion

Back 44

Exploration: No

Commitment: No

"Who cares what to do after high school."

Front 45

Moratorium

Back 45

Exploration: Yes

Commitment: No

"I could be ___. No, a ___. No, actually, a ___."

Front 46

Foreclosure

Back 46

Exploration: No

Commitment: Yes

"I'm going into the family business."

Front 47

Achievement

Back 47

Exploration: Yes

Commitment: Yes

"After trying ___, I realized ___, so I'm going to be a ___."

Front 48

Post-modern Critique

Back 48

Changes