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gender > exam 1 > Flashcards

exam 1 Flashcards

1
Q

sex biology

A

male female intersex

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2
Q

gender

A

characteristics of females and males
-usually socially constructed

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3
Q

gender identity

A

felt sense of identity
-cisgender, transgender, nonbinary

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4
Q

gender expression

A

how one presents itself

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5
Q

sexual orientation

A

who one is attracted to

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6
Q

heterosexual

A

attracted to opposite sex

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7
Q

gender roles

A

the set of social expectations that accompany identify as male or female
- masculinity
-femininity

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8
Q

gender role beliefs

A
  1. traditional
  2. equalitarian
  3. transitional
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9
Q

traditional gender role beliefs

A

girls are generally expected to dress in typically feminine ways
males are expected to be strong, aggressive and bold

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10
Q

equalitarian gender role beliefs

A

support equal rights, roles and responsibilities for men and women

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11
Q

transitional gender role beliefs

A

acceptable for women to obtain male roles but they should still do typical female roles

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12
Q

gender role conformity (behaviors)

A

how you act regardless of what people think

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13
Q

gender role conflict

A

distress that gender creates for you (feeling pressured to conform to gender roles or create distress based on gender roles

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14
Q

minimalist gender differences

A

differences between men and women are minimal and unimportant

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15
Q

maximalist gender differences

A

difference between men and women are vast

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16
Q

essentialism gender differences

A

differences between men and women inherit and biologically different

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17
Q

non essentialism gender differences

A

differences are due to changeable aspects of society and experience

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18
Q

evolutionary perspective on gender differences

A

gender comes from your biology and nature

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19
Q

social-cultural perspective

A

sex comes from how you are raised (nurture and environment)

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20
Q

social structural perspective

A

societies view of sex and gender and how they look and are expected to act (biology+environment)
- power and hierarchy exist which creates structure

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21
Q

commons method for look at gender in early psych

A

looking at birth size and specific areas of the brain

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22
Q

1894-1936 research in early psych

A

early research designed to show differences in intelligence

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23
Q

1936-1954 research in early psych

A

masculinity and feminity as personality traits
- much focus on how to measure masculinity and feminity

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24
Q

attitude interest anaylsis survey

A

456 item inventory w increase subject areas that played you on a continuum of masculinity and feminity

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25
Q

Minnesota multiphasic personality inventory

A

masculinity-femininity scale
- femininity scale was validating on gay men

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26
Q

projective tests

A

you see lines and have to finish the drawing

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27
Q

1954-1982 research in early psych

A

sex typing and androgyny
- masculinity and femininity as separate constructs = not ends of a spectrum

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28
Q

what is agency, independence, assertiveness, instrumentality considered?

A

masculine

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29
Q

what is commonality, nurturing, relationship centered and expressiveness considered?

A

feminine

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30
Q

bem sex role inventory

A

measured peoples masculine and feminine personality traits

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31
Q

bem’s categories

A

low masculinity and low femininity = undifferentiated
high masculinity and high femininity = femine
high masculinity and low femininity = masculine
high masculinity and high femininity = androgenous

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32
Q

problems with bem

A

culturally defined by expectations of the time
not everyone falls under these categories
self report bias
she created the list on her own

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33
Q

limitations of self report

A

conforming to what the resources might want you to say

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34
Q

1982 - present gender as a social category

A

nonbinary
socially constructed
definitions and understanding

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35
Q

intersectionality

A

based on multiple social identities

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36
Q

main argument of evolutionary perspective

A

sex differences evolve in other species why not ours too
-Men and women have different physical capabilities

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37
Q

goal of evolutionary perspective

A

to pass on your genes

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38
Q

natural selection

A

idea that we have to survive long enough to get the best chance to pass on genes

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39
Q

sexual selection

A

reproduction = being selective on who and where you reproduce.

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40
Q

paternal uncertainity

A

males don’t really know whose offspring it is whereas women know /have certainty

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41
Q

number of offspring

A

Women can’t have that many offspring so they need to invest in who they are reproducing w
men can have numerous offspring

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42
Q

sexual dimorphism

A

men and women have physical differences

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43
Q

chromosomes

A

certain traits/things that lie on chromosomes that are linked to differences in males and females

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44
Q

research support of evolutionary perspective

A
  1. sexual dimorphism
  2. chromosomes
  3. body, shape, size
  4. brain
  5. hormones
  6. partner choice
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45
Q

hormones (evolutionary perspective)

A

increase testosterone linked to increase aggressiveness behavior

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46
Q

problems with research on evolutionary perspective

A

differences overestimated and misinterpreted

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47
Q

cause of PMS

A

women’s medical issues can get spun off as emotional
- may occur in small % of women
- may be related to self silencing - not expressing emotions
- may be related to cultural views of menustration

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48
Q

social-cultural perspective

A

sex affects physiological characteristics, everything else is the enviroment
- purely the nurture part of the nature vs nurture debate
-suggests that differences come from experiences

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49
Q

social learning theory

A

all gender-related behaviors are learned through reinforcement and punishment of ourselves or similar others

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50
Q

learning through others occurs through

A
  1. observing or direct instruction
  2. close or distant sources
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51
Q

reinforcement

A

anything that increases a likelihood of a behavior

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52
Q

punishment

A

anything that decreases a likelihood of a behavior

53
Q

positives of social learning theory

A

a lot of gender is learned through this theory
- helps to understand why beliefs vary from person to person

54
Q

step 1 of research

A

form a question

55
Q

step 2 of research

A

search literature

56
Q

step 3 of research

A

form a hypothesis

57
Q

step 4 of research

A

create an operational definition

58
Q

step 5 of research

A

collect and analyze data

59
Q

step 6 of research

A

purpose a theory or revise

60
Q

3 types of hypothesis

A
  1. descriptive 2. correlational 3. casual
61
Q

construct

A

actual thing we want to measure

62
Q

operationalize

A

put it into measurable terms

63
Q

variable

A

varies across people/ something we are looking at in the study

64
Q

validity

A

accuracy

65
Q

construct validity

A

are we measuring what we say we are measuring

66
Q

you cant have validity without reliablity

A
67
Q

internal validity

A

confidence level in a cause-effect study (does it have have a casual effect? if yes then = internal)

68
Q

external validity

A

generalizability, how does it apply outside study - population, external, ecological

69
Q

reliability

A

consistency - does measurement remain consistent over time

70
Q

external population validity

A

generalizes to real people

71
Q

external ecological validity

A

generalizes to the real world

72
Q

convenience samples

A

easy to get but dont accurately describe population

73
Q

self selected samples (self selection bias)

A

people who sign up in the study are somehow different from people who are randomly selected

74
Q

representative samples

A

random selection
higher sample size

75
Q

unrepresentative samples

A

convenience samples
self selected samples

76
Q

random selection

A

every participant has an equal chance to participate in study

77
Q

observational methods

A

vary in research involvement and deception levels

78
Q

what does correlational and experimental methods want to test for

A

tests for statistical significance = we want to be that our study results are not due to chance variations

78
Q

problems with descriptive questions

A

reactivity (changing the way you act because you are being observed)
observer bias
self report issues
ethics

these could increase external validity (general table to real world)

79
Q

correlational methods

A

measures the relationship between 2 things that co-occur
-no manipulation

80
Q

strength (magnitude)

A

how well can you predict outcome
-1.00 < r > 1.00

81
Q

r statistic

A

R of 0 = no prediction (mostly chance)
R of 1.0= perfect positive correlation
R of -1.0 = perfect negative correlation

82
Q

directionality problem

A

we do not know what causes which
does A cause B or B cause A

83
Q

third variable problem

A

C cause A and B
third variable that can impact correlation

84
Q

test for causality

A

does a change in the independent variable cause a change in the dependent

85
Q

independent variable

A

the one being manipulated

86
Q

dependent

A

outcome variable, the one being measured

87
Q

does IV cause DV?

A

yes

88
Q

factorial experiments

A

include more than one IV
allows us to identify moderating variables

89
Q

blind experiment

A

the participant doesnt know what condition they are in

90
Q

random assigment

A

equal chance of being assigned to any group in the experiment (control vs treatment)
-minimizes error

91
Q

control of extraneous variables

A

nothing varies between conditions except the manipulated
- minimize experimental error

92
Q

control group

A

groups that don’t get the treatments
- comparison group

93
Q

experimental research vs correlational

A

experimental research is higher in internal validity when well done
correlational research is higher in generalizability to the real world when well done

94
Q

gender schema theory

A

we have a schema on what it means to be male or female and we reject or accept info if it fits or if it doesnt

95
Q

schema

A

mental representation or structure of a particular object situation or role that organizes our perceptions about that thing

96
Q

gender schema

A

ideas that we have as a whole for what it means to be female or male, transgender, gat ect.
-hard to change our ideas and beliefs (schemas)

97
Q

problems w social cultural

A

there are biological differences
doesn’t account for where these things come from
doesn’t explain why there are cross-cultural similarities in sex differences

98
Q

goals of social structural perspective

A
  1. explains how differences develop over history and throughout the lifespan
  2. predict how differences will occur across cultures and time periods
  3. explain why stereotypes become prescriptive or things the individual should do
  4. connect the society to the individual and vice versa
99
Q

social role theory

A

men and women historically have been divided into different roles
- based on biology
- based on culture
-traits required for these roles become expected and desirable

100
Q

how are roles developed?

A
  1. reward and punishment
  2. adoption of traits valued by social group
  3. finding oneself in a particular role and enacting trait
101
Q

culturally how do roles change?

A

structure across cultures
unique roles

102
Q

prescriptive stereotypes

A

a stereotype describes a typical behavior but when there is no penalty if someone breaks it

103
Q

what determines assigned sex at birth

A

genitalia and chromosomes, hormones

104
Q

develop process (age) in gender

A

at 12 months= they can recognize males and females but typically rely on hair length
24 months = gender labeling
3 years = gender roles/ categories = male vs female careers
6 years = gender constancy

105
Q

gender consistency

A

others retain gender even when taking on superficial opposite sex characteristics

106
Q

social identity processes

A

we develop a string of social identity that defines a lot based on categories we belong to

107
Q

explicit stereotypes

A

ones that we know we hold

108
Q

implicit stereotypes

A

ones that we arent aware that we hold but impact our behavior

109
Q

transgender identity development

A

through gender dysphoria (discomfort with your biological sex)

110
Q

newer research following transgenders needs to be

A

consistent, persistent, insistent

111
Q

research for non conforming children found that

A

family environment = those with supportive families show low depression, body dysmorphia, low sucidicality
those with low support - Increase homelessness, depression, body dysmorphia, suicide.

112
Q

protective factors for transgender identity development

A
  1. have a good school policy and sports policy
  2. better staff training
113
Q

gender affirming care

A

kids who experience this most persisted in gender switches and higher levels of well being

114
Q

puberty blocking hormones

A

can start around age 16 to delay puberty or prevent puberty changes

114
Q

risks of puberty-blocking hormones

A

fertility issues and can affect bone density

115
Q

benefit of puberty-blocking hormones

A

lower depression and anxiety, high levels of well-being, decreased suicidality, persisting gender identity

116
Q

insurance coverage and cost of transgender medical treatment

A

often not covered and not available for those in low income

117
Q

parents and gender role beliefs

A

parental gender role beliefs show a small relationship but significant to children’s gender role beliefs

118
Q

ways beliefs are passed down

A

modeling
different treatment - treat each kid differently (boy or girl, youngest, oldest)
opportunities - what you sign up for (girls ballet and boys football)
monitoring friends and activities (dating rules for girls but not for girls)

119
Q

factors that don’t reduce early gender segregation

A

encouragement to do otherwise
culture

120
Q

factors that reduce early gender segreation

A

smaller groups and less choice
-more likely to play with gender other than our own in smaller groups
- less social judgment with fewer people around

121
Q

activity preferences = girls vs boys

A

girls play more collaboratively and boys play rougher

122
Q

cross gender play

A

kids who don’t conform to cisgender play experience more social judgement

123
Q

when does gender segregation peak

A

early to middle childhood

124
Q

what do gender schemas influence

A

self-identity, activity preferences, attitudes, and behaviors

125
Q

social identity

A

refers to seeing one self as part of a group
- ethnicity, sex, sports team

126
Q
A
126
Q
A

gender (3 decks)

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