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PSYO 2090 > Chapter 13: Gender and Development > Flashcards

Chapter 13: Gender and Development Flashcards

1
Q

what is a persons sex

A

person’s biological identity

Chromosomes, physical identity and hormones

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2
Q

what is a persons gender

A

“Socially and culturally constructed roles, relationships, behaviours, relative power and other traits that society ascribes to females, males and people of diverse gender identities”

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3
Q

gender stereotypes

A

beliefs about how males and females differ in personality traits, interests, and behaviours

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4
Q

how do we view men and women

A

Most adults associate different traits with men and women

In North America, males are seen as instrumental, women as expressive

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5
Q

what does it mean to be instrumental

A

acts on world and influence it (action based). Men said to be independent, competitive, aggressive, outgoing, ambitious, self-confident, and dominant

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6
Q

what does it mean to be expressive

A

emotional functioning, valuing interpersonal relationships. Women said to be emotional, kind, creative, considerate, gentle, excitable, and aware of the others feelings

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7
Q

knowledge of gender-stereotyped activities at what age?

A

by age 4

  • begun to learn about behaviours and traits that are stereotypically masculine/feminine
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8
Q

preschoolers gender-stereotyped activities

A

Preschoolers believe boys more often aggressive physically, and girls tend to be aggressive verbally

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9
Q

learning gender stereotypes during elementary school

A
  • children learn that traits and occupations associated with males have higher status
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10
Q

older children see stereotypes as

A
  • general guidelines that are not necessarily binding for all boys and girls, older children more willing than younger to ignore stereotypes when judging other children
    o older children’s cognitive development allows them to understand that stereotypes are generalizations that do not necessarily apply to all people
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11
Q

girls vs boys and gender stereotypes

A

girls tend to be more flexible about stereotypes

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12
Q

adolescents from middle-class homes tend to

A

have more flexible ideas about gender than those from lower-class homes

  • better educated middle class parents may impart less rigid views of gender to their children
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13
Q

Differences in physical development and behaviour between boys and girls

A

boys tend to be bigger, stronger, faster, more active

girls tend to be healthier, and better on tasks requiring fine-motor coordination, female embryos are more likely than male embryos to survive prenatal development

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14
Q

physical development of boys

A
  • infant boys more prone to birth complications, and throughout life
  • prone to many diseases and dysfunctions
  • more likely to engage in unhealthy, risk-taking behaviours (drinking alcohol, reckless driving, sexual activity)
  • bigger, stronger, faster, more active
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15
Q

verbal ability girls vs boys

A
  • girls excel at reading, spelling, and writing, and are less likely to have language-related difficulties, larger vocabularies, more talkative
  • boys: more are diagnosed with language-related problems such as reading disability, or specific language impairment
  • left hemisphere may develop more quickly, it is central to language, more mature in girls
  • mothers tend to talk more to girls than boys
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16
Q

spatial ability boys vs girls

A

boys tend to surpass girls at mental rotation and determining relations between objects in space

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17
Q

spatial memory boys vs girls

A
  • ability to remember the position of objects in the environment
  • females tend to have better memory for spatial locations of objects
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18
Q

math: girls vs boys

A
  • girls tend to perform better on tests than boys in elementary schools, but this reverses in high school and college
  • Efforts to encourage girls in math and science have succeeded in reducing gender gaps in these subjects
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19
Q

differences in personality and social behaviour

A

GIRLS

  • Girls tend to use relational aggression rather than physical aggression, they hurt others by damaging their relationship with peers
  • Girls tend to be better than boys at expressing emotions and interpreting others emotions

BOYS

  • Boys are more likely to be physically aggressive
  • Boys are exposed to aggressive male models in the media
  • Parents tend to be more tolerant of aggressive behaviour in sons than daughters
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20
Q

aggressive behaviour linked to

A

to androgens, hormones secreted by testes

Androgens make it more likely that boys will be aggressive by making them more excitable or easily angered and by making boys stronger

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21
Q

why are girls better at expressing emotions and interpreting others emotions

A
  • Regions of the brains temporal loves that play role in processing emotional expression develop more rapidly in girls than in boys
  • Parents are more “feeling oriented” with daughters than with sons, more likely to talk about emotions with girls and emphasize the importance of considering others
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22
Q

who is more likely to be depressed?

A

Adolescent girls more likely than boys to be depressed, girls experience more frequent stressors such as dissatisfaction with their appearance after pubertal change or conflict with close friends, girls more apt to interpret negative life events in harmful terms, emphasizing social-emotional consequences to greater extent than boys

23
Q

social influence boys vs girls

A
  • Girls more likely to comply with adults request and more likely to seek an adults help
  • Girls/women more than boys/men by persuasive messages and others behaviour, especially when under pressure
24
Q

physical development: motor skills

A

boys excel at task that require strength

girls do better on tasks that require fine-motor coordination

25
Q

physical development: activity

A

beginning from infancy, boys more active than girls

26
Q

physical development: health

A

from conception through adulthood, girls are healthier

27
Q

intellectual abilities: verbal ability

A

girls have larger vocabularies

  • read, write, spell better
28
Q

intellectual abilities: spatial ability

A

boys are better on mental rotation tasks and in determining relations between objects in space,

  • girls have better spatial location memory
29
Q

intellectual abilities: mathematics

A

boys get higher scores on standardized

  • primarily in countries where girls have limited educational and career opportunities
30
Q

personality and social behaviour: aggression

A

boys are more aggressive physically

girl rely on more relational aggression

31
Q

personality and social behaviour: emotional sensitivity

A

girls are better able to identify and express emotions

32
Q

personality and social behaviour: social influence

A

because girls value group harmony more than boys do

girls are more susceptible to others influence

33
Q

personality and social behaviour: depression

A

beginning in adolescence, girls more prone to depression than boys

34
Q

Frank Talk about gender differences

A
  • Gender differences represent differences in average scores for groups of males and females; differences are relatively small
  • Distributions of scores have considerable overlap and differences are small
  • Many abilities and behaviours don’t show and gender differences
35
Q

influence of culture

A
  • Impact of expectations on ability and vocational opportunities

Self-fulfilling prophecy

  • Parental expectations
  • Scholastic influences
36
Q

socializing influences of people and the media

A
  • Parents treat sons and daughters alike except for behaviour related to gender roles
  • Parents more positive when children play with toys typical for their sex
  • Fathers more likely to encourage behaviour associated with gender stereotypes
37
Q

how teachers treat boys and girls

A
  • Many teachers make gender salient/noticeable in the classroom, and interact more with boys than girls
  • Unaware they do this
38
Q

peers and gender

A
  • Peers tend to be critical of cross-gender play; once children learn rules about gender-typical play they often react harshly to perceive violations
39
Q

when do children begin to prefer playing with same-sex peers?

A

between 2-3 years

  • Girls interactions with one another are typically enabling—their actions and remarks tend to support others and sustain the interaction
  • Boys interactions are often constricting—one partner tries to emerge as the victor by threatening or contradicting the other, by exaggerating etc.
  • Early segregation of playmates means that boys learn primarily from boys, and girls from girls, reinforcing gender differences in play
40
Q

influence of television on gender

A
  • Women on tv tend to be cast in romantic, marital or family roles, depicted as emotional, passive and weak
  • Men more often cast in leadership or professional roles and depicted as rational, active, strong
41
Q

cognitive theories of gender identity

A
  • Gender identity develops gradually
    Child develops an understanding of gender labeling, stability, consistency, and constancy
  • By 4 years, children understand gender constancy and know gender-typical and gender-atypical activities
42
Q

gender labeling

A

by age 2-3, children understand they they are either boys or girls and label themselves

43
Q

gender stability

A

during preschool years, children begin to understand that gender is stable—boys become men, girls become women

44
Q

gender consistency

A

between 4-7, most children understand that maleness and femaleness do not change over situations or according to personal wishes

45
Q

gender-schema theory

A

once children learn their gender, they pay more attention to objects and activities that are considered gender appropriate

46
Q

gender dysphoria

A

The experience of extreme discomfort with one’s gender assigned at birth

  • In many cases (2-30% in natal males; 12-50% in natal females), such children do not continue to have gender dysphoria when they grow older
  • For natal males for whom the dysphoria does not persist 63-100% self-identify as gay or homosexual
  • Individuals with gender dysphoria have been reported across many countries and cultures
47
Q

biological influences on gender

A

Evolutionary adaptation to male and female roles may influence gender differences

  • Women invested in child rearing
  • Men invested in providing important resources for offspring—became more aggressive because behaviour was adaptive in helping ward off predators
48
Q

testosterone in amniotic fluid

A

The amount of testosterone in amniotic fluid predicts a child’s preference for masculine sex-typed activities

49
Q

congenital adrenal hyperplasia (CAH)

A

Girls who are affected by CAH are exposed to large amounts of androgen during prenatal development and tend to prefer masculine activities and male playmates

  • In girls: can enlarge clitoris and resemble penis
  • Girls with CAH prefer masculine activities
50
Q

androgyny

A

Balance or blending of both masculine and feminine-stereotyped traits

51
Q

androgynous

A

people are rated high on both the instrumental and expressive dimensions, can be both independent and emotional, self-confident and considerate, ambitious and creative

52
Q

4 advantages of androgyny

A

(greater for girls)

  • More flexible an adaptable
  • Higher self-esteem
  • Better adjusted
  • More likely to express their thoughts and feelings publicly
53
Q

disadvantage of androgyny

A

children may be rejected by peers

54
Q

beyond traditional gender roles

A
  • Children can be taught to have fewer stereotyped views of occupations and household activities in the short term
  • Parents may influence children by not being gender bound themselves
  • Parents should base decisions about toys, activities and chores on individual child, not child’s sex
  • Children can’t be sheltered from forces outside the home that shape gender roles, but parents can encourage critical thinking about gender-based choices of others

PSYO 2090 (12 decks)

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