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20 Cards in this Set
- Front
- Back
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More exposure to male hormones (prenatal androgens) |
Biology - Gender Development Theory effects on certain girls (Congenital Adrenal Hyperplasia aka CAH): active, more masculine play, better spatial abilities effects on boys: poorer spatial abilities may be a factor of parental expectations of behavior. |
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Fivush |
Researcher Parents, especially mothers, use different emotional language with sons or daughters. Emotions are labeled more and with more detail when mothers talk to their daughters. They encourage "tuning in" to others' feelings. When explaining emotion w/sons they expect less detail. They identify the consequences of emotion more and encourage sons to control their emotions. Emphasis on developmental progression of gender roles and gender stereotypes |
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Deaux & Major model |
Gender Development Theory: Social Context model Self presentation - concern about how behavior appears to others Self verification - behave in ways consistent w/ self-concept Self monitoring - where am I between self-presentation and verification |
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Aschematic Child Rearing |
Raising a genderless child. (Apparently there is some difference between aschematic child rearing and genderless child rearing that I am not aware about. Figure this out tonight) |
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Theories of Gender Development |
Biology Evolutionary Theory + Sociobiology Psychoanalytic Theory Gender modeling & Social Learning Considering the Context (Deaux + Major) Social Construction Approach |
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Gender Development Theory: Biology |
- Physiological sex differences are only meaningful if tied to function Baron-Cohen believed in "male brain" vs. "female brain" 40% of aggressive behavior can be accounted for by genetic contribution (twin studies) |
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XY vs XYY Study Results |
Gender Development Theory: Biology Some males have an extra Y chromosome (XYY) The extra Y was correlated with added aggression. Methodological flaw: scarce population supply so the researchers tested in prison. |
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Buss Mate Selection Theory |
Example of Evolutionary Gender Devel. Theory Argument that males + females seek out mates due to evolutionary programming. Male - seek out fertile females (wide hips, large breasts, young) goal - to have as many kids as possible Female - seek out stability/resources - older male, protector goal - limited number of kids = survival Researched "monogamy gene" in men, argue some have it, others don't. Argued that, from an evolutionary basis, monogamy is not natural in men and natural for women. Claims international survey data backs him up. |
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Psychoanalytic approach |
Gender Development theory States that the differences between men and women are based on childhood experiences Players - Freud, Horney, Chordorow |
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Freud |
Psychoanalytic approach Founder Saw males & females as significantly different Oedipus complex - Male experience of wanting to marry their mother and therefore need to kill father. Males develop more of a conscious at age 4-6 because they fight against this complex. Penis envy - stage in female development that explains transition of women from attachment to mother to competition for the love and attention from their father. Anxiety upon realizing they do not have a penis, sometimes portrayed as wanting male "power" |
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Horney |
Freud student Critique penis envy Modification - female: status envy male: womb envy |
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Chodorow
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Psychoanalytic gender development 1970s Gender identity begins developing ages 4-6 Girls - identity = observing they are like mom Boys - identity = not like mom |
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Whiting & Edwards |
Gender modeling/social learning (Gender Devel.) Cross national study - When practice & expectations of nurturence and childcare are present in a society equally among genders, boys and girls show equal interest If not, the interest is imbalanced |
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Understanding of Gender across Development 1) Early Preschool |
Labeling - Children are aware of gender differences as related to roles and physical characteristics |
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Understanding of Gender across Development 2) Middle Preschool |
Stability - associate gender with specific toys and activities. Change in outward appearance is confusing and can be perceived as a gender change. |
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Understanding of Gender across Development 3) By 5-8 years old |
Consistency/Constancy - high level personality traits are associated with gender. Understanding of outward appearance variation not = changing gender. Most rigid gender stereotypes about gender at this age. |
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Understanding of Gender across Development 4) 6-11 years old |
Gender segregation in play - masculine gender identity is stronger in boys and girls are more androgynous. Gender stereotypes include personality traits. More flexible with gender stereotypes than 5-8yr olds who have the most rigid stereotypes. |
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Understanding of Gender across Development 5) 12-20 years old |
Early adolescence = strong gender conformity and more traditional gender expression (Gender intensification). Then, across the rest of adolescence, there is a decline. Gender segregation is less pronounced because puberty happens and then stuff. |
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Cognitive Development/Gender Schema |
Agentic - boys are stronger, faster, more prone to violence. Girls are more talkative, more likely to ask for help Communal - "continuum of niceness" = boys are mean, girls are nice perception. Children are aware that they can receive social sanction for violating expectations of their gender. Starting @ 3yrs - boys and girls see being in a female role less attractive than being in a male role. |
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Parent/Family Influences on Gender Identity and Expression |
Toys - gender specific or gender neutral? Clothing - gender neutral clothing is more masculine Punishment is harsher for boys Play - fathers and mothers play differently Language based Emotion training - explaining emotions is the focus with girls, consequences more the focus with boys. Boys expected to control emotions while girls are expected to explore emotions. |
