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55 Cards in this Set
- Front
- Back
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gender stereotypes
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widely held beliefs about characteristics deemed appropriate for males and females
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gender roles
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the reflection of these stereotypes in everyday behavior
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gender identity
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the private face of gender; perception of the self as relatively masculine or feminine in characteristics
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gender typing
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refers broadly to any association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes of gender
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instrumental traits
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reflecting competence, rationality, and assertiveness; were regarded as masculine
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expressive traits
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emphasizing warmth, caring, sensitivity; were viewed as feminine
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gender-stereotype flexibility
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overlap in the characteristics of males and females
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androgyny
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scoring high on both masculine and feminine personality characteristics
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gender constancy
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a full understanding of the biologically based permanence of their gender, which combines three understandings: gender labeling, gender stability, and gender consistency
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gender labeling
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during early preschool years, children can label their own sex and that of others correctly
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gender stability
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at this stage, children have a partial understanding of the permanence of sex, in that they grasp its stability over time
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gender consistency
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during the late preschool years and early school years, children understand that sex is biologically based and remains the same even if a person dresses in "cross-gender" clothes or engages in non-traditional activities
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gender intensification
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increased gender stereotyping of attitudes and behavior, and movement toward a more traditional gender identity
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gender schema theory
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an information-processing approach that explains how environmental pressures and children's cognition work together to shape gender typing; also integrates the various elements of gender typing--gender stereotyping, gender identity and gender role adoption--into a unified picture of how masculine and feminine orientations emerge and are often strongly maintained
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social systems perspective
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viewing the family as a complex set of interacting relationships influenced by the larger social context
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coparenting
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mutually supporting each other's parenting behaviors
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child-rearing styles
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combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate
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authoritative child-rearing style
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the most successful approach; involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting
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authoritarian child-rearing style
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low in acceptance and involvement; high in coercive control; low in autonomy granting
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psychological control
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behaviors that intrude on and manipulate children's verbal expressions, individuality, and attachments to parents
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permissive child-rearing style
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warm and accepting but uninvolved; permissive parents are either overindulgent or inattentive and thus engage in little control
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corregulation
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a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making
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autonomy
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a sense of oneself as a separate, self-governing individual
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extended-family household
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one or more adult relatives live with the parent-child
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nuclear family unit
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a vital feature of ethnic minority family life that has enabled many families to rear children successfully, despite severe economic deprivation and prejudice
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blended or reconstituted family
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60 percent of divorced parents remarry within a few years; others cohabit; Parent, stepparent and children form this new family structure
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self-care children
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regularly look after themselves during after-school hours
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nonsocial activity
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unoccupied, onlooker behavior and solitary play
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parallel play
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a child plays near other children with similar materials but does not try to influence their behavior
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associative play
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children engage in separate activities but exchange toys and comment on one-another's behavior
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cooperative play
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children orient toward a common goal, such as acting out a make-believe theme
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rough-and-tumble play
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friendly chasing and play-fighting
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dominance hierarchy
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a stable ordering of group members that predicts who will win when conflict arises
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friendships
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close relationships involving companionship in which each partner wants to be with the other
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peer acceptance
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refers to likability; the extent to which a child is viewed by a group of age-mates as a worthy social partner
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sociometric techniques
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self-reports used to assess peer acceptance; measure social preferences
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peer reputation
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young people's judgments of the peers most of their classmates admire, which identify peers high in social prominence
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popular children
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get many positive votes
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rejected children
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get many negative votes
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controversial children
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get a large number of positive and negative votes
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neglected children
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seldom mentioned, either positively or negatively
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popular-prosocial children
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the majority of popular children combine academic and social competence
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popular antisocial children
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emerges in late childhood and early adolescence; consists of aggressive youngsters; some are tough boys who are athletically skilled but poor students who cause trouble and defy adult authority; others are relationally aggressive boys and girls who enhance their own status by ignoring, excluding and spreading rumors about other children
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rejected-aggressive children
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largest subgroup, show severe conduct problems; high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior
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rejected-withdrawn children
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a smaller subgroup, are passive and socially awkward
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peer groups
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collectives that generate unique values and standards for behavior and a social structure of leaders and followers
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cliques
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groups of about 5 to 7 members who are friends and therefore tend to resemble one another in family background, attitudes, values and interests
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crowd
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often several cliques with similar values form a larger, more loosely organized group
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traditional classroom
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the teacher is the sole authority for knowledge, rules and decision making and does most of the talking; students are relatively passive--listening, responding when called on, and completing teacher-assigned tasks; their progress is evaluated by how well they keep pace with a uniform set of standards for their grade
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constructivist classroom
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encourages students to construct their own knowledge; many are grounded in Piaget's view of children as active agents who reflect on and coordinate their own thoughts, rather than absorbing those of others; richly equipped learnin centers, small groups and individuals solving self-chosen problems,. and a teacher providing guidance and support in response to children's needs; students are evaluated by considering their progress in relation to their own prior development
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social-constructivist classrooms
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children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understandings; as children appropriate the knowledge and strategies generated from working together, they become competent. contributing members of their classroom community
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communities of learners
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where teachers guide the overall process of learning but no other disjunction is made between adult and child contributors; all participate in joint endeavors and have the authority to define and resolve problems
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educational self-fulfilling prophecies
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children may adopt teachers' positive or negative views and start to live up to them
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inclusive classrooms
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students with learning difficulties alongside typical students in the regular educational setting for part or all of the school day; a practice designed to prepare them for participation in society and to combat prejudices against individuals with disabilities that lead to social exclusion
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learning disabilities
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great difficulty with one or more aspects of learning, usually reading; their achievement is considerably behind what would be expected on the basis of their IQ
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