Chapter 10

Question 1

Parents and gender-role socialization

Answer 1

• Parental expectations for girls and boys differ even before the child is born
• Treat girls and boys differently in areas specifically associated with gender expectations such as toys, clothes, and participation in household tasks
• Talk more to daughters, play more with sons
• Ethnicity and race interact with gender in the ways parents socialize their children

Question 2

4 dimensions of racial identity

Answer 2

1. Racial Salience - the extent to which one’s race is a relevant part of one’s self-concept in a particular moment or situation
2. Racial Centrality - the extent to which a person normatively defines himself or herself with regard to race
3. Racial Regard - A person’s affective and evaluative judgements of her or his own race in positive-negative terms; the extent to which a person feels positive about his or her own race
4. Racial Ideology - A person’s beliefs, opinions, and attitudes with respect to how she or he feels members of the race should behave

Question 3

Gender differences in children’s friendships

Answer 3

• children tend to separate into same-sex groups that reinforce different relational styles: a constricting style for boys and an enabling style for girls
• Boys tend to have larger friendship groups with whom they share activities
• Girls tend to have fewer more intimate friendships
• Peers of the other sex become more important at adolescence
• Early maturing girls may be pulled away from their female friendships toward an emphasis on heterosexual relationships

Question 4

Gender differences in achievement

Answer 4

• Parental warmth is negatively related to girls achievement and positively related to boys’ achievement
• Daughters of employed women have higher and less traditional occupational aspirations than do daughters of women who are not employed
• Teachers place more emphasis on mastery for boys than girls
• By the end of highschool girls are less comfortable with competition and more aware of the importance of cooperation than boys
• Sexual harassment interferes with achievement, particularly for girls

Question 5

Gender differences in self-esteem

Answer 5

• Girls and boys do not differ in self-esteem during childhood
• In adolescence and adulthood a difference favoring men appears in some groups

Question 6

Constricting interaction style

Answer 6

the interaction style characterizing boys; men have been accustomed to counter-dominance and competitive reactions to their own power assertions, and they now find themselves with partners who agree with them and otherwise offer enabling responses

Question 7

Enabling interaction style

Answer 7

the interaction style characterizing girls; makes women less likely to receive the reciprocal agreement, opportunities to talk, and so on that they have learned to expect when interacting with female partners

Question 8

Entity approach to abilities

Answer 8

the notion that each individual has a fixed amount of ability, which is revealed by his or her performance. If high-achieving girls accept this belief they will find failure devastating and as a sign that they are not smart after all