chapter 15: gender development Flashcards
sex
distinction between genetic females (XX) and genetic males (XY) as well as other genetic sex compositions (e.g., XO, XXY, XYY)
gender
social assignment or self-categorization as “a girl” or “a boy” (or possibly both, neither, or a different category)
cisgender
individuals who identify with their gender assigned at birth (or their biological sex)
transgender
individuals who do not identify with the gender assigned at birth (which is typically based on their external genitalia)
bigender
individuals who identify with two genders
agender
individuals who do not identify with any gender category
nonbinary
individuals who do not identify exclusively as one gender; also referred to as genderqueer
gender-fluid
individuals who self-identify with different gender categories depending on the context
gender typing
the process of gender socialization
gender-typed
behaviors stereotyped or expected for a given person’s assigned gender
cross-gender-typed
behaviors stereotyped or expected for the gender other than that of a given person
gender nonconforming
individuals who are highly cross-gender-typed in relation to their assigned gender
effect size
magnitude of difference between two group’s averages and the amount of overlap in their distributions
meta-analysis
statistical method used to summarize average effect size and statistical significance across several research studies
androgens
class of steroid hormones that normally occur at slightly higher levels in males than in females and that affect physical development and functioning from the prenatal period onwards
organizing influences
potential result of certain sex-linked hormones affecting brain differentiation and organization during prenatal development or at puberty
activating influences
potential result of certain fluctuations in sex-linked hormone levels affecting the contemporaneous activation of the nervous system and corresponding behavioral responses
self-socialization
active process during development whereby children’s cognitions lead them to perceive the world and to act in accord with their expectations and beliefs
gender identity
self-identifying as a boy or a girl (or possibly as both or possibly neither)
gender stability
awareness that gender remains the same over time
gender constancy
realization that gender is invariant despite superficial changes in a person’s appearance or behavior
gender schemas
organized mental representations (concepts, beliefs, memories) about gender, including gender stereotypes
gender schema filter
initial evaluation of information as relevant to one’s own gender
interest filter
initial evaluation of information as being personally interesting
tuition
learning through direct teaching
enactive experience
learning to take into account the reactions one’s past behavior has evoked in others
observational learning
learning through watching other people and the consequences others experience as a result of their actions
ingroup bias
tendency to evaluate individuals and characteristics of the ingroup more positively than or as superior to those of the outgroup
ingroup assimilation
process whereby individuals are socialized to conform to the group’s norms, demonstrating the characteristics that define the ingroup
intersectionality
the interconnection of social identities such as gender, race, ethnicity, sexual orientation, and class, especially in relation to overlapping experiences of discrimination and disadvantage
opportunity structure
the economic and social resources offered by the macrosystem in the bioecological model, and people’s understanding of those resources
gender segregation
children’s tendency to associate with same-gender peers and to avoid other-gender peers
assertion
tendency to take action on behalf of the self through competitive, independent, or aggressive behaviors
affiliation
tendency to affirm connection with others through being emotionally open, empathetic, or supportive
collaboration
coordination of assertion and affiliation in behavior, such as making initiatives for joint activity
gender-role intensification
heightened concerns with adhering to traditional gender roles that may occur during adolescence
ambivalent sexism
model of sexism that includes two components, hostile sexism (endorsement of men’s dominance with negative views of women seeking equality) and benevolent sexism (the belief that men need to protect women, and that women and men have complementary traits)
gender-role flexibility
recognition of gender roles as social conventions and adoption of more flexible attitudes and interests
