Gender Flashcards
1
Q
Sex and Gender
A
- Sex- biological differences between males and females
Chromosomes, hormones, anatomy
Female=XX
Male=XY
Nature - Gender- psychological and cultural differences between males and females
Attitudes, behaviours, social roles
Nurture - Gender dysphoria- when your biological sex does not match the gender you identify yourself with
- Sex-role stereotypes- set of beliefs and preconceived ideas about what is expected for males and females in a society/social group
Reinforced by institutions
2
Q
Androgyny- AO1
A
- Androgyny- displaying a balance of masculine and feminine characteristics in personality
- Bem sex role inventory (BSRI)
20 masculine, feminine and neutral characteristics
Rate yourself on a 7-point scale
Masculine, androgynous (high masc and high fem), undifferentiated, feminine
High androgyny=high well-being as wide breadth of traits
3
Q
Androgyny- AO3
A
- Quantitative approach +
Numericals useful to quantify DV
Spence- more to gender identity so qualitative methods better at analysing
Could combine different scales
Both methods=most useful - Valid and reliable +
Piloted with <1000 students- results corresponded with p’s own gender identity=valid
Follow-up study- similar scores to when tested a month later=test-retest reliability - Self-awareness -
Rating yourself requires understanding of personality/behaviour
Gender=social construct so open to interpretation
Scoring system subjective and application of scale may differ
BSRI not objective or scientific
4
Q
The Role of Chromosomes and Hormones- AO1
A
- Chromosomes- made from DNA in nucleus of living cells- genes determine characteristics
23rd pair=sex
Females=XX
Makes=XY
Sex determined by sperm as carries SRY- testes to develop- androgens - Hormones- biochemical substance circulates in blood, targets certain organs- short term but powerful
Development of reproductive organs - Testosterone
Make sex organs
Aggression- competition for mates
Hunter role enhanced by aggressiveness - Oestrogen
Female sex organs
Emotionality and irritability in cycle
Premenstrual tension - Oxytocin
Women produce more
Giving birth- stimulates lactation
Reduces cortisol so becomes love hormone
5
Q
The Role of Chromosomes and Hormones- AO3
A
- Evidence for testosterone +
Wang- hypogonadism=not enough testosterone
227 hypo men therapy- improved libido, mood, muscle strength
Powerful impact on sexual arousal - Social factors ignored -
Hofstede- gender roles due to social norms than biology
Individualist=more masculine
Collectivist=more feminine
Challenges biological explanations - Reductionist -
Ignoring alternative explanations
Cognitive approach=schema- not adequately explained by biology
Psychodynamic approach=childhood experiences
Gender more complex than biology
6
Q
Atypical Sex Chromosome Patterns- AO1
A
- Kleinfelter’s
1/600 males
XXY
2/3 with Kelinfleter’s not aware of it
Physical- reduced body hair / breast development / rounding of body contours / clumsy
Psychological- poor language and reading ability / passive - Turner’s
1/5000 females
XO
Physical- no menstrual cycle / no breasts / shield chest / webbed neck / looks prepubescent
Psychological- high reading ability / low mathematics / socially immature
7
Q
Atypical Sex Chromosome Patterns- AO3
A
- Nature-Nurture debate +
K+T against chromosome-typical=psychological and behavioural differences
Inferred differences have biological basis due to chromosome structure
Nature has powerful effect - Real-world application +
Continued research=earlier and more accurate diagnosis and better outcomes
Study of 87 K- identified and treated at young age=benefits to managing condition
Increased awareness has application - Sampling issue -
Only those with most severe symptoms are identified=typical symptoms may be distorted
Boada- prospective studies=more accurate picture of characteristics- many K=academically successful
Typical picture may be exaggerated
8
Q
Cognitive Explanations- Kohlberg’s Theory- AO1
A
- child’s understanding of gender increase with age due to biological maturation
- Stage 1- gender identity
Age 2
Can identify themself as boy/girl
Can identify others at age 3
Understanding does not stretch beyond labelling
Not aware sex is permanent - Stage 2- gender stability
Age 4
Realisation always stay same gender
Cannot apply logic to others
Confused by external changes - Stage 3- gender constancy
Age 6
Gender remains same across time and situations
Can apply this logic to other people
Not confused by external changes
Gender appropriate role models to imitate
Develop gender stereotypes
9
Q
Cognitive Explanations- Kohlberg’s Theory- AO3
A
- Research support +
Damon- George liked to play with dolls- children asked to comment on story
Age 4=fine for George
Age 6=wrong for George- developed understanding of gender stereotypes
Constancy=stereotyping - Methodological problem -
Bem- criticised methodology- not surprising children confused by gender staying the same as identify through clothing
Genitalia=better way to identify sex
40% 3-5=constancy when naked photo of child - Degrees of constancy -
Martin- when and how understanding of own and others genders affects behaviours remains unclear
Different degrees of constancy- initially importance of gender by age 6 then heighten responsiveness to gender norms
Gradual process and begins earlier
10
Q
Cognitive Explanations- Gender Schema Theory- AO1
A
- mental framework of beliefs and expectations derived from experience related to gender
- understanding of gender changes with age- once gender identity (2-3) child searches environment for info to encourage gender schema
- schemas formed around stereotypes- by 6, child has fixed idea of what is appropriate for behaviour
- better understanding of schema appropriate to own gender (ingroup) rather than opposite (outgroup)
- when 8, develop schema for both genders
11
Q
Cognitive Explanations- Gender Schema Theory- AO3
A
- Research support +
Martin+Halverson own study=under 6 more likely remember photos of gender appropriate behaviour
Would change gender of person doing gender-inappropriate behaviour
GST predicts child under 6 do this - Earlier gender identity -
Longitudinal study- reports from mothers of child’s language 9-21 months
Gender identity=how and when child label as boy/girl
Occurred at 19 months as soon as child talks=have GI before this - Cultural differences +
Cherry- GS influences culturally-appropriate behaviour
Traditional culture=socialise schema of homemaker woman and breadwinner male
GST explains schema transmitted between members
12
Q
Other Explanations- Psychodynamic- AO1
A
- Freud- psychosexual stages OAPLG- children have GI in phallic stage (6)
- Oedipus complex
Incestuous feeling at mum / hatred for dad / castration anxiety / resolve conflict as identifies father / internalises male gender identity - Electra complex (Jung)
Penis envy / hatred for mum / thinks cut both penis off / resolves conflict with desire to have children / identifies and internalise female general identity - Little Hans=case study basis of Oedipus complex
Phobia of horses due to fear of castration- displacement defence mechanism
13
Q
Other Explanations- Psychodynamic- AO3
A
- The Oedipus complex +
Normal development depends on being raised by male parent
Rekers+Morey- GI boys on interviews- ‘gender disturbed’ 75% no father
No father=negative impact GI - Female development -
Electra complex=Jung
Freud said women mystery to him- penis envy reflected Victorian era where men had power
Horney- men experience womb envy
Androcentric - Pseudoscientific -
Freud criticised lack of rigour in methods
Many concepts untestable because unconscious
Popper- unscientific as cannot be falsified
Questions validity of theory
14
Q
Other Explanations- Social Learning Theory- AO1
A
- Direct reinforcement
Children encouraged for gender appropriate behaviour
Differential reinforcement- ways encouraged to demonstrate gender appropriate behaviour
Through this child learns GI - Indirect reinforcement
If consequences of another behaviour is favourable, likely to be imitated by child - Identification and modelling
Child attaches to role model- attractive, high-status, same sex
Modelling- precise demonstration behaviour imitated by observer - Meditational processes
Attention
Retention
Motor reproduction
Motivation
15
Q
Other Explanations- Social Learning Theory- AO3
A
- Research support +
Smith+Lloyd- babies dressed as either boys/girls
Assumed boy=hammer shaped rattle- adventurous
Assumed girl=cuddly doll- passive
Differential reinforcement - Cultural changes +
Less distinction between masculine and feminine
No changes in biology means shift better explained by SLT than biology
New forms gender behaviour may be reinforced - No developmental sequence -
SLT=modelling of gender-appropriate behaviour occurs at any age
Illogical that child two learns in same way as child nine
Conflicts with Kohlberg- child not active in gender development until constancy
Age and maturation not considered by SLT
