chapter 4-6 Flashcards
symbolic inheritence
the set of ideas and understandings, both implicit and explicit about persons, society, nature, and divinity, tha serve as a guide to life in particular culturs, expresed symbolicly through stories songs rituals and sacred objects
culture
predominate beleifs about right and wrong, what is most important and how life should be lived, may include beleifs about life after death and how life was created
interdependent self
a conception of the self typicly found in colectivistic cultures, in which the self is seen as defined by roles and relaitonships within the group
independent self
a conceptyion of the typically found in individualistic cultures in which the self is seen as existing independently of relations with others, with an emphasis on indeoendence, individual freedoms and individual achievements
broad socialization
the process by which persons in a individualistic culture come to learn individualism, including values of independence, and self expression
narrow socialization
the process by which persons in a collectivistic culture come to learn collectivism, includsing values such as obedience and conformity
heteronormous and autonomous morality
heteronormous morality:pigets term for the period of moral development from about age 4-7 in which moral rules are viewed as having sacred, fixed quality, handed down from figues of authority and altered only by them
Autonomous morlaity: pigets term for the period of moral development between 10-12, involving a growing realization that moral rules are social conventions tha can be changed if people decide they should be
care orientation
giligans’s term for the type of moral orientation that involves focusing on relationships with others as the basis for moral reasoning
3 key outcomes of socialization?
- self-regulation or self control: the ability to comply with social norms
- role preparation: preparing for occupational roles, gender roles, and roles in institutions such as marriage
- cultivation of sources of meaning: indicate what is important, what is to be valued and what is to be lived for
difference in individualistic culture and collectivistic culture in socialization goals?
individualistic culture: priority to independence and self expression, people place strong values on individual freedoms and achievements
collectivist culture: place higher value on obedience and conformity, promote cooperation, mutual support and harmonious social relations and contributions to the group
research on changes in cultural beliefs for 1st gen Chinese immigrants
even first gen immigrant adolescents values where closer to the values of the place they had moved to than those of the kids back home ,, they where in America so they where more individualist and less collectivistic than there contemporaries in hong kong, but they still believed the aging parents should live with children and children should live with parents until married
diferences in religious beliefs- parents and ethnicity
religion is more common in worst neighborhoods, african americans have highest number of adolescent religious numbers, religious adolescents tend to have better relationships with parents,
research on correlations between problem behaiviors and religious beliefs
in US thoes who have religion tend to be less depressed, lower raits of premarital sex, drug use and delinquent behaivior,
Kohlbergs theory of moral development -know the three major stages
thinking changes over time
- pre-conventional reasoning: self focused- avoid punishment, satisfy own needs
- conventional reasoning: conform to social exxpectations, loyalty to others, social order, law and justice
- post conventional reasoning:L rights and universal ethical priciples
criticisms of Kohlbergs theory?
- culture critique: colectivist cultures that are based on conformity are not likely to place value on post conventional stage
- gender critique: study based on male subjects, but it kind of works for both anyways
Adelsons research on political development
examined political development in relation to age gender and social class and IQ but only one variable that related was age, political thinking begins at 12 finished at 16
-sharp decline in support of authoritarian political sytem, and development of capacity for ideology
related to development of formal operations and abstract thinking : older kids better youger more for authoritarin gov
Gender intensification hypothesis
states that psychological and behavioral differences between males and females become more pronounced at adolescence because of intensified socialization pressures to conform to culturaliy prescribed gender roles
differential gender socialization
term for socializing males and females according to different expectations about what attitudes and behaviors are appropriate to each gender
gender schema
theory in which gender is viewed as one of the fundamental ways that people organize information about the world
gender identity
children’s understanding of themselves as being either male or female reached at about age 3
masculinity
possession of qualities traditionally prescribed to men: protect provide procreate
Femininity
qualitys associated to women: shaving legs,motherly slim slender and beutiful
androgyny
a combination of male and female personality traits
gender stereotype
attributing certain characteristics to people just because they are male or female , it is one part of the gender schema
traditional roles for girls/boys
girls: sexuality restricted, intellectual work unhealthy, aperence important, service, work with mother, child raising,
boys: sexual experience before marriage, less interaction with father, more independent, provide, protect, procreate, leadership,ruff tough man, aggressive, loose self control
capacitys that must be demonstrated for manhood in traditional cultures:
protect, provide, and procreate
gender socialization for girls and boys across history in america
girls: narrowly constricted in occupational roles- mostly wife and mother. should be fragile and innocent, intellectual work considered unhealthy, be atractive,
men: provide and protect women, communal manhood: focus on preparing to assume adult male roles in work and marriage ; self made man: become independent; passionate manhood: enjoy your manhood loose self control,
the role of media in perpetuating gender stereotypes
for girls every issue of fav magazine is packed with gender messages on how to be adolescent girl, physical aperence is ultimately important,
problems associated with gender socialization in america
boys= agressiveness and attacking manhood by calling others wimps and stuff girls= the focus on appearance causes many phycological problems
traits typically associated with masulenity/femininity
expresive traits vs instrumental
research from gibbons tests given to adolescents all over the world
gibons concluded in most cultures value man with good job and woman has to be good looking
masculenity= instrumental traits like self-reliance and forcefulness, emphasizing action and acomplishment
femininity: expressive traits such as gentile, yielding and emphasizing emotions and relationships
ignores non gender specific traits like honesty and kindness
research on most important traits for ideal man and woman and persistence of gender stereotypes
in most culture men where valued to have a good job and woman to look good refrence BEM sex role inventory on phone for this question, it is very consistent even across cultures
the persistence comes from two reasons: 1. development of gender schemas 2. social roles of men and women seem to confirm our beliefs formed by schemas
global gender issues- differences relative to education/occupation and parent preferences
on the whole gender roles seem to push women away from the sciences like math and science careers , women tend to earn less then men
in countries outside the west women are much less in way of education and occupation opertunities and less girls in developing countries go to school
real self
the persons perception of the self as it is, contrasted with the possible self
ideal self
the person the adolescent would like to be
false self
the self a person may present to others while realizing that it does not represent what he or she is actually thinking and feeling
self-esteem
a persons overall sense of worth and well-being
baseline self-esteem
a persons stable, enduring sence of worth and well-being
barometric self-esteem
the fluctuating sense of self worth and well-being people have as they respond to different thoughts, experiences, and interactions in the course of the day
ESM- experience sampling method
we go and try out different faces and figure out what and who we want to be
identity verses role confusion
ericsons term for the crisis typical of the adolescent stage of life, in which individuals may follow the healthy path of establishing a clear and definite sense of who they are and how they fit into the world around them, or follow the unhealthy path of falling to form a stable and secure identity
intimacy verses isolation
Eriksons term for the central issue of young adulthood, in which persons face alternatives between committing themselves to another person in an intimate relationship or becoming isolated as a consequence of an inability to form an enduring intimate relationship
psychosocial moratorium
Eriksons term for a period during adolescence when adult responsibilities are postponed as young people try various possible selves
negative identity
ERiksons term for an identity based on what a person has seen portrayed as most undesirable or dangerous
social loneliness
condition that occurs when people feel they lack a sufficient number of social contacts and relationships
emotional loneliness
condition that occurs when people feel that the relationships they have lack sufficient closeness and intimacy
hybrid identity
an identity that integrates elements of various cultures
changes in self-conception during adolescence
cognitive development overall becomes more abstract and more complex , children describe themselves in less concrete terms and more by their traits
changes in self-esteem during adolescence
most experience a moderate drop in self esteem but it stays high for most individuals, some drop dramatically
domains of adolescent self image acording to Harter
8 of them
-scholastic competence
-social acceptence
-athletic competence
-physical apperence
job competence
-romantic apeal
-behavioral conduct
-close friendship
key factors that influence self-esteem
being accepted and approved by by others, providing love and encouragement and school success
brain development and emotional processsing in adolescence
brain development may contribute to emotionality, when kids process photos activity is high in amygdala a primitive part of brain, in adults this is not true so kids feel emotion in the heart not in the head
do adolescent girls loose their voice, support with research
Gilligan: boys learn to assert their opinion while girls loose their voice, she argues girls develop more sensitivity to the nuances of human relationships at an earlyer age and want to cultivate relationships -they become aware of irreconcilabe conflict with culture for girls, culture diswades them from voicing their oppinion, but many studies have proven that girls often out speak boys in the class room HArter thinks more feminane girls have less voice but not girls in general
four identity statuses/ james marcias identity status model
diffusion: no exploration eith no commitnment- no commitment made along path of identity formulation, and person is not seriously attempting to sort through potential choices and make commitment
Moratorium: exploration but no comitment
Forclosure: no experimentation but already commited
achievement: made exploration and have commitment
ways in which ethnic minorities may respond to awarness of their ethnicity
assimilation: adopting ways of majority culture and leaving ethnic culture behind
marginality: rejecting culture of origin and feeling rejected by majority culture
separtation: form ethnic identity and stays away from majority culture
Biculturism: dual identity one based on ethnic culture and one on majority culture
hybrid identity: adopts parts of both cultures
