chapter 13: gender and development

Question 1

sex

Answer 1

gender does NOT equal sex

biological attributes, including chromosomes, gene expression, hormone levels, reproductive anatomy
- usually female or male

Question 2

gender identity

Answer 2

perception of the self as relatively masculine or feminine (or both, or neither)
- occurs on a spectrum, not a dichotomy

Question 3

cisgender

Answer 3

identify with gender assigned at birth / biological sex

Question 4

transgender

Answer 4

gender identity that differs from one assigned at birth / biological sex

Question 5

non binary

Answer 5

identifies as both male and female or neither

Question 6

gender stereotypes

Answer 6

widely held beliefs about characteristics deemed appropriate for a person based on their gender identity
- e.g. “women are, men are”

Question 7

gender roles

Answer 7

the reflection of these stereotypes in everyday behaviour
- ex. man is a breadwinner

Question 8

Instrumental traits

Answer 8

reflecting competence, rationality, and assertiveness, typically regarded as masculine

Question 9

expressive traits

Answer 9

emphasizing warmth, caring, and sensitivity, viewed as feminine

Question 10

androgyny

Answer 10

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

Question 11

social learning view

Answer 11

emphasized 2 processes

1. modelling
   - process by which children observe and imitate others
   - model behaviour of same sex people, parents, siblings
2. differential reinforcement
   - can be positive or negative
   - for engaging in gender appropriate behaviour

Question 12

social learning view - learning from parents

Answer 12

• 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

Question 13

social learning view - learning from teachers

Answer 13

• often act in ways that maintain/extend gender roles taught at home
• interrupt girls more in conversation, promotes boys dominance

Question 14

social learning view - learning from peers

Answer 14

• 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

Question 15

social learning view - the media

Answer 15

• 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

Question 16

the media and gender diverse characters

Answer 16

• recently characters are being introduced that define as non binary or transgender
  ex. orange is the new black, sex education

Question 17

cognitive developmental view (kohlberg)

Answer 17

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

Question 18

kohlbergs 3 stages of cog. developmental view

Answer 18

1. basic gender identity
   - labeling oneself as a boy or girl (by age 2 or 3)
2. gender stability
   - understanding stability of gender over time
   - associate certain toys, activities with gender
   - age 3 or 4
3. 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

Question 19

criticism of cog. developmental view

Answer 19

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

Question 20

gender schema theory

Answer 20

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

Question 21

how gender schemas work

Answer 21

approach object -> whos it for -> is that relevant to me

yes: assign to category and remember
no: avoid/forget

ex. truck example

Question 22

Martin et al. (1995)
gender schema view

Answer 22

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

Question 23

biological influences - evolutionary based differences

Answer 23

• 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”

Question 24

biological influences - hormones

Answer 24

• 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

Question 25

androgen abnormalities during prenatal development

Answer 25

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

Question 26

reducing gender stereotyping

Answer 26

1. permit children to choose among diverse toys and activities
2. avoid transmitting gender stereotypes of achievement areas
3. discuss gender biases with children
4. arrange for mixed-gender interaction
5. don’t assume you know someone’s gender until they self-identify