chapter 13: gender and development Flashcards
sex
gender does NOT equal sex
biological attributes, including chromosomes, gene expression, hormone levels, reproductive anatomy
- usually female or male
gender identity
perception of the self as relatively masculine or feminine (or both, or neither)
- occurs on a spectrum, not a dichotomy
cisgender
identify with gender assigned at birth / biological sex
transgender
gender identity that differs from one assigned at birth / biological sex
non binary
identifies as both male and female or neither
gender stereotypes
widely held beliefs about characteristics deemed appropriate for a person based on their gender identity
- e.g. “women are, men are”
gender roles
the reflection of these stereotypes in everyday behaviour
- ex. man is a breadwinner
Instrumental traits
reflecting competence, rationality, and assertiveness, typically regarded as masculine
expressive traits
emphasizing warmth, caring, and sensitivity, viewed as feminine
androgyny
coesxistences of both instrumental and exxpressive traits in person
- scores high measure on masculinity and feminity
- andro- refers to maleness or men, while -gyn is a root that can be used as either a suffix of prefix meaning woman
social learning view
emphasized 2 processes
- modelling
- process by which children observe and imitate others
- model behaviour of same sex people, parents, siblings - differential reinforcement
- can be positive or negative
- for engaging in gender appropriate behaviour
social learning view - learning from parents
- younger children receive more direct training in gender roles than older children
- daughters get toys that emphasize: nurturance, cooperation, physical attractiveness (dolls, jewlery)
- bedroom decor
- toys
- reinforcement of gender appropriate behaviour
- fathers more likley to encourage gender appropriate behaviour
- children who are exposed to less sterotypes are less traditional in beliefs
social learning view - learning from teachers
- often act in ways that maintain/extend gender roles taught at home
- interrupt girls more in conversation, promotes boys dominance
social learning view - learning from peers
- same sex peers positively reinforce each other for gender appropriate play
- critisized peers who dont follow gender sterotypes (ex. boys who play with dolls)
different styles of social influence:
boys - commands, threats, physical force
CONSTRICTING
girls - polite requests, concern for partner needs
ENABALING
social learning view - the media
- male characters have outnumbered female in tv shows and movies
- this has improved over years
- the way female and male characters have been depicted in terms of character, appearance, occupations
traditional male character: assertiveness, creativity, active
traditional female character: submissive, dependent
family films: 28% female
kids films: 31% female
the media and gender diverse characters
- recently characters are being introduced that define as non binary or transgender
ex. orange is the new black, sex education
cognitive developmental view (kohlberg)
theory of gender typing
- a childs own conceptrions are central to the formation of gender role identitiy
- seek to understand meaning of gender thru observing and interacting with the world around them
kohlbergs 3 stages of cog. developmental view
- basic gender identity
- labeling oneself as a boy or girl (by age 2 or 3) - gender stability
- understanding stability of gender over time
- associate certain toys, activities with gender
- age 3 or 4 - gender constancy
- someone stays same gender even though they may appear to change by wearing diff clothes or hair
- seek out same gender models to learn how to behave
criticism of cog. developmental view
a binary view of gender; fails to account for transgender and non binary identities
- those who identify as transgender, non binary or gender fluids happen during adolescence, or even later in adulthood
gender schema theory
gender schemas: masculine and feminine categories used to organize experiences and interpert gender related information
- certain toys, activities, clothes are associated with girls/boys
- enviormental pressures and childrens cognitions work together to shape gender typing
how gender schemas work
approach object -> whos it for -> is that relevant to me
yes: assign to category and remember
no: avoid/forget
ex. truck example
Martin et al. (1995)
gender schema view
4-5 yo children show gender neutral items (e.g. bells, magnets) and told they were for “boys/for girls”
- gravitate more towards the toys that are for their gender
- expected that other children of their gender would feel the same way
biological influences - evolutionary based differences
- biological make-up has led females and males to be uniquely suited to particular roles
- attracted to the opposite sex that display traits that are “normal”
biological influences - hormones
- children show a strong preference for same sex peers for playmates (age 6)
- hormone androgens affect play styles leading to rougher, noisier, movements among boys, and calmer, gentler actions among girls
androgen abnormalities during prenatal development
congenital adrenal hyperplasia (CAH)
- partial male gentitalia in genetic females
- girls r more likley to prefer physically active forms of play, avoid playing with dolls
androgen insensitivity syndrome (AIS)
- genetic males born with female external genitalia
- commonly identify as girls later on
reducing gender stereotyping
- permit children to choose among diverse toys and activities
- avoid transmitting gender stereotypes of achievement areas
- discuss gender biases with children
- arrange for mixed-gender interaction
- don’t assume you know someone’s gender until they self-identify
