Gender Flashcards
Sex-role stereotypes Definition AO1
a set of shared beliefs and expectations within a social group that determine how a man and woman should behave and think
How are sex role stereotypes reinforced? AO1
Parents, society, media, other children… both implicitly (not directly expressed) and explicitly (modelling)
Sex Role Stereotypes AO3
Furnham and Farragher (2000)
TV ads, men=autonomous, women= familial role/domestic
reinforce sex role stereotypes
Sex Role Stereotypes AO3
Seavey et al.
(1975)
3month old, yellow jumpsuit, 1/3 p’s told baby was female, 1/3 p’s told male and last 1/3 wasn’t told about gender. Rag doll= female, plastic ring= male. Non- specified gender= female p’s interacted more than male p’s and gender was assumed based of physical traits (strong grip= boy, soft= girl).
Adults= differential reinforcement
Sex Role Stereotypes AO3
Rubin et al. (1977)
Parent describe baby within 24hours of birth. Boy= alert/strong, girl= soft/delicate.
Parents stereotype children very early despite no no stereotypical behaviour shown.
Sex Role Stereotypes AO3
Ingalhaliar et al. (2014)
949 young p’s brain scanned. Female = more connection from right to left side - better multitasking. Male = intense activity in specific parts (cerebellum, motor skills) - better single complex tasks.
Some truth in stereotypes.
Androgyny AO1
Combination of both feminine and masculine traits
Andro= male, gyny= female
Bem introduced concept 1970s, argued traditional views wrong- psychologically more healthy to avoid stereotypes.
M+W should feel free to adopt range of behaviours that suit personality.
BSRI
Bem Sex Role Inventory 1974
Psychological test to measure androgony.
100 American UGs to decide male and female traits
200 traits narrowed down to 40
20= female, 20= male, 20= neutral items
7 point Likert scale
Scored added together and masc and fem scores found
Possible to now test for masculinity+ femininity independently.
HF LM= femenine
HM LF= masculine
HM HF= andrognous
BSRI criticism (Spence et al)
Doesn’t distinguish between types of androgyny
Added Low levels of fem and masc = undifferentiated
Gender schema theory of androgyny
1983
Cognitive difference
Androgynous people respond to situations independent of gender concept whereas a typical sex-type person would use their gender schema
Androgyny better for mental health;
sex roles= constraining
androgoyny= freer cognitive style
BSRI AO3
Lacks Internal Validity
Tests self esteem rather than androgyny
both adjectives = socially desirable, higher scores = higher self esteem
BSRI AO3
Lacks Validity, Artefact of the measurement
Response bias
Liberman & Gaa (1986) 133 grad student, androgynous p’s = higher scores in general compared to those in sex types. Some p’s just have a tendency to pick higher numbers.
Scored maybe an artefact of the measurement rather than representing a true difference.
BSRI AO3
Lacks Temporal Validity
adjectives selected in 1970s
Hoffman and Borders, 400 UGs to rate adjective as masc or fem, only 2 adj (‘masc’ and ‘fem’) were agreed
others couldn’t reach 75% agreement level
people’s attitude change = no longer relevant
Typical Chromosome Patterns
46 chromosomes arranged in 23 pairs;
Females XX
Males XY
SRY gene
sex-determining region on the Y chromosome, causes primitive gonads to develop into testes at around 3 months after conception
genetic transmission
explains how individuals acquire their sex
Testosterone
Males= 90% more than females
Causes changes prenatally
Released when testes develop at 3 months in womb
Acts on hypothalamus = makes male brain
Masculinisation of brain = development of spatial task areas of brain
Aggression and competitiveness
Larger sexual dimorphic nucleus in males
Oestrogen
female = default gender so no hormone needed in prenatal development
(Shi et al, 2015) = smaller brain size
Secondary sex characteristics, breasts, period
PMT = irritable, emotional
Menstrual cycle = increase blood supply to uterus
Depletion = menopause
Feminisation of brain = more neural connections + female type behaviours (cooperation/sensitivity)
Oxytocin
Love hormone secreted from posterior of pituitary gland = promotes bonding
Oestrogen synergises
Testosterone dampens
Facilitates childbirth, contractions + breast feeding
Increases during sex x5, male = drops after orgasm
Female social behaviour = mate selection, nesting, pair bonding, nurturing and protecting offspring
Dampens fight or flight => tend and befriend
Role of chromosomes and hormones AO3
Biological Determinism
Biology main factor gender? John Money claimed otherwise - should be wrong
Money said David Reimer (botched circumcision) should be raised as a girl but he showed strong resilience and male identity.
(Reiner and Gearhart, 2004)- 16 males born without penis; 2 raised as male, stayed male; 14 raised as female, 8 reassigned themselves to male by 16yo
biology key in gender development
Role of chromosomes and hormones AO3
Importance of other factors
sex doesn’t match external genitalia when abnormal hormones
gender outcome is ‘unpredictable’ - mixture of genes, hormones, sex of rearing and socialisation
Congenital Adrenal Hyperplasia (CAH), XX females have prenatally high levels of androgens - gender assigned at birth accepted by some and rejected by others, unpredictable
nature and nurture is part of it
Role of chromosomes and hormones AO3
Role of culture and social influence
Batista family, Dominican republic, 4 children with female genitalia raised as girls
puberty- large amounts of testosterone caused male genitalia to appear (they were XY but had testosterone insensitivity gene)
new male role accepted easily- community accepted gender fluidity, culture important
more difficult in Western cultures
Role of chromosomes and hormones AO3
Real-world application
understanding intersex conditions = RW app.
in past = surgery for inter sex conditions to be “fixed” with surgery
Now = gender assigned at birth and individual can make informed decision later
Psychological research = improve people’s lives
Role of chromosomes and hormones AO3
Effect of hormones on brain development
Testosterone on brain development
female monkeys exposed to testosterone during prenatal development = later more rough and tumble play + more aggressive
can’t be generalised to humans, human behaviour governed by expectations and choice
women bargaining; those believed to be given does of testosterone = more unfair compared to those told they were given a neutral placebo- shows effect of expectation
hormones effect brain development and behaviour but its not that simple
Kleinfelter’s Syndrome
Males with XXY sex chromosomes, 1/1000 males
Physical; smaller testes, no facial/pubic hair, some breast development, taller with gangly limbs, wider hips, often infertile
Psychological; poor language + reading ability, dyslexia, more passive, shy, lack interest in sex, can’t deal with stress well
Turner’s Syndrome
Females with XO sex chromosomes, 1/2000
Physical; no menstrual cycle, infertile, no breasts, broad chests, webbed neck and low set ears, narrow hip, immature physically
Psychological; higher reading, verbal, language skills. Lower spatial and maths skills. Socially immature, struggle to fit in
Atypical sex chromosome patterns AO3
Strength; contribute to understanding of nature-nurture
Compare to chromosome-typical people and find differences between both groups. E.g turners=higher reading
identify what changes chromosomes cause, biology
Atypical sex chromosome patterns AO3
Weakness; Issues with concluding that nature have effects on psychology and behaviour
Chromosomal differences in those with disorders and differences in behaviour is not causal. Environment and society my influence these. eg turners = immaturity may be ‘cause they treated immaturely
Atypical sex chromosome patterns AO3
Real World Application
Research helps to identify syndromes earlier so treatment can be administered in childhood- more effective than being administered in adulthood.
Testosterone replacement therapy for Klinefelter’s = development of masc traits
Growth hormone of turners = taller in adulthood
Oestrogen replacement therapy = breast development, menstrual cycle + healthy womb
Improve people’s lives
Atypical sex chromosome patterns AO3
Weakness; Can’t generalise
Sample is unusual and unrepresentative
individual look different so normally treated differently. 2/3rds unaware they have atypical chromosomes so studies based only on those that are diagnosed.
they be different in an important physical/psychological way.
Nature and nurture difficult to assess when comparing typical and atypical
Kohlberg’s Gender Theory
Cognitive developmental approach
Draws of Piagetian ideas- thinking develops as we age because of physical changes in our brain allowing more complex, abstract thought
Stage theory- has 3 stages
Stages of Kohlberg’s Theory
Gender Labelling/Identity (2-3)
Gender Stability (4-6)
Gender Constancy (7<)
Cognitive Maturation
Naturally progressing through stages as thinking matures
Gender identity/labelling
Correctly label themselves as boy/girl
Can label other people other people as boy/girl and relate to one
No idea of gender stability/constancy- so over time or when appearance changes gender can change too
thinking is “pre-operational”-Piaget- lacks internal logic
Gender Stability
Aware that their own gender is permanent despite time or appearance
But doesn’t apply same logic to others
Engaging in non-stereotypical activities will cause child to change someone’s gender (male nurse = female)
Piaget “Conservation” doesn’t develop until 7yo & “Egocentrism” continues until 7yo
Conservation in gender
Piaget
ability to understand that something remains the same despite changes in outward appearance
gender; changes is superficial appearance will lead child to believe that the gender has changed
Egocentrism
Piaget
inability for a child to see something from someone else’s perspective; they assume that others are experiencing the same as them
gender; can’t differentiate between others and self so if a physical property changed child assumes gender has changed because that’s how they experience it