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Gender Flashcards

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1
Q

sex

A

The biological differences between males and females including chromosomes, hormones and anatomy.

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2
Q

How is sex determined

A

By the 23rd pair of chromosomes

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3
Q

Gender

A

The psychological, social and cultural differences between men and women including attitudes, behaviours and social roles.

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4
Q

What is the difference between sex and gender

A

sex is innate and the result of nature, it cannot be changed. Gender is partly environmentally determined and therefore due to nurture, it’s a social construct

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5
Q

Gender dysphoria

A

When a persons prescribed sex does not reflect the way they feel inside and the gender they identify themselves as being.

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6
Q

Sex-role stereotype

A

A set of beliefs and preconceived ideas about what is expected or appropriate for men and women in a given society or social group.

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7
Q

Androgyny

A

People whose characteristics are a balanced mixture of masculine and feminine traits.

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8
Q

What is high androgyny associated with

A

Psychological well being

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9
Q

Why is high androgyny associated with psychological wellbeing

A

individuals with a balanced mix of traits are better equipped to adapt to a range of situations

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10
Q

BEM sex role inventory (BSRI)

A

The first systematic attempt to measure androgyny using a rating scale of 60 traits, to produce a score across two dimensions.

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11
Q

How did the BSRI work

A

Respondents are required to rate themselves on a 7-point rating scale for each item and scores are then classified on two dimensions

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12
Q

What are the dimensions of the BSRI

A

masculinity-femininity
androgynous-undifferentiated

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13
Q

Strength of androgyny research
(quantitative research)

A

-Androgyny is measured quantitatively and the numerical approach is useful for research purposes
-However Spence argued that gender is more than a set of behaviours
-Qualitative methods offer a better way of analysing gender
- Personal attributes questionnaire adds another dimension
-Work together to provide data

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14
Q

Limitation of androgyny research
(Self-awareness)

A

-People may not have insight into their degree of androgyny
-Asking people to rate themselves relies on them having an understanding of their personality and behaviour
Questionnaires scoring system is subjective and peoples application of the system might differ
-BSRI might not be an objective method

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15
Q

Chromosomes

A

Found in the nucleus of living cells and carrying information in the form of genes. The 23rd pair of chromosomes determines biological sex

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16
Q

Chromosomal structure for males and females

A

male: XY
Female: XX

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17
Q

Testosterone

A

A hormone from the androgen group that is produced mainly in the male testes. Associated with aggressiveness

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18
Q

Oestrogen

A

The primary female hormone playing an important role in the menstrual cycle and reproductive system

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19
Q

hormone

A

A biochemical substance that circulates in the blood but only affects target organs. They are produced in large quantities but disappear quickly.

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20
Q

How do hormones affect gender development

A

-prenatally in the womb, hormones act upon brain development and cause development of the reproductive organs
-at puberty, a burst of hormonal activity triggers the development of secondary sexual characteristics

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21
Q

Oxytocin

A

A hormone which causes contractions of the uterus during labour and stimulates lactation

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22
Q

A strength of the biological approach to gender development
(evidence for testosterone)

A

-The link between increased testosterone and sexual behaviour was confirmed in a study by Wang et al.
-Male hypogonadism is a condition caused by males testes failing to produce normal levels of testosterone.
-Wand et al gave 227 hypogonadism males testosterone therapy for 180 days and monitored body shape, libido, mood ect
-Found it improved sexual function, libido and mood
-Shows that testosterone exerts a powerful influence on male sexual arousal as well as physical development

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23
Q

A limitation of the biological approach to gender development (social factors ignored)

A

-ignores the role of social factors in gender-relate behaviour
-Hofstede et al claim that gender roles around the world are much more a consequence of social norms than biology
-Countries that place individual competition and independence above the needs of community are more masculine on their outlook.
-Consequently traditional masculine traits will be more highly valued within these societies
-This challenges the biological approach and suggests social factors may ultimately be more important

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24
Q

Klinefelter’s syndrome

A

A syndrome affecting males in which individual’s genotype has an extra X chromosome (XXY)

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25
Q

How many people does Klinefelter’s affect

A

1 in 600 males

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26
Q

Atypical sex chromosome patterns

A

Any sex chromosome pattern that deviates from the usual XX/XY formation and which tends to be associated with a distinct pattern of physical and psychological symptoms

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27
Q

Turner’s syndrome

A

A chromosomal disorder in which affected women have only one X chromosome (XO)

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28
Q

How many people does Turner’s syndrome affect

A

1 in 5000

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29
Q

Physical characteristics of Klinefelter’s

A

-reduced body hair
-some breast development
-long gangly limbs
-underdeveloped genitals
-Problems with co-ordination and general clumsiness

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30
Q

Physical characteristics of Turners

A

-Don’t have a menstrual cycle
-Ovaries don’t develop
-Do not develop breasts at puberty
-low set ears
-webbed neck
-physically immature

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31
Q

Psychological characteristics of Klinefelter’s

A

-Poorly developed language skills and reading ability
-Passive, shy and lack interest in sexual activity
-Don’t respond well to stressful situations
-Problems with memory and problem solving

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32
Q

Psychological characteristics of Turner’s

A

-Higher than average reading ability
-Performance on spatial, visual memory and maths is lower than average
-Socially immature

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33
Q

Explain why psychologists study individuals with Klinefelter’s syndrome.

A

-To make comparisons with typical sex chromosome patterns
-to make inferences on a biological basis

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34
Q

What is a strength of research into atypical sex chromosome syndromes (nature-nurture)

A

-contribution to the nature- nurture debate
-by comparing people with these syndromes it becomes possible to see psychological and behavioural differences between the two groups.
-It might be logically inferred that these differences have a biological basis and are a direct result of the abnormal chromosomal structure.
-This would support the view that innate ‘nature’ influences have a powerful effect on psychology and behaviour

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35
Q

What is a counterpoint to a strength of research into atypical sex chromosome syndromes

A

There are issues in leaping to this conclusion.
-The relationship between atypical chromosomal patterns associated with Klinefelter’s and Turner’s syndrome and the differences in behaviour seen in these individuals is not causal
-It may be that environmental and social influences are more responsible for the behavioural differences
-For instance, social immaturity in Turner’s syndrome may arise from the fact they are treated immaturely
-This shows that it could be wrong to assume that psychological and behavioural differences in people are due to nature

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36
Q

What is Kohlberg’s theory based on

A

The idea that children’s understanding of gender becomes more sophisticated with age

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37
Q

Biological maturation

A

As the brain matures so does thinking

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38
Q

gender stability

A

Happens around age 4. A child understands their own gender is fixed but can’t apply this logic to other people. They are often confused by external changes in appearance

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39
Q

Gender identity

A

A child recognises their own gender and possess the ability to label others, but don’t view gender as fixed. Acquired at age 2

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40
Q

Gender constancy

A

Usually reached by age 6. A child realises that gender remains the same over time and situation. They begin to identify with people of their own gender and start to behave in gender appropriate ways.

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41
Q

What is a strength of Kohlberg’s theory (research support)

A

-Evidence suggests that gender stereotyping does emerge around age 6.
-Damon (1977) told children a story about a boy named George who liked to play with dolls.
-The children were asked to comment on the story
- 4 year olds said it was okay for him to play with dolls. 6 year olds thought it was wrong
-They had developed gender stereotypes of what they believed is right and wrong.

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42
Q

What is a limitation of Kohlberg’s theory
(methodological issues)

A

-supporting research relies on unsatisfactory methods of assessment
-Bem has criticised the methodology used in many studies
-We identify gender through the clothes people wear but in reality the best way to identify people is through physical differences
-In bems study she demonstrates that 40% of children aged 3-5 were able to show constancy if shown a naked photo
-This shows that the typical ways of testing gender constancy may misrepresent what younger children actually know

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43
Q

Briefly outline what is meant by ‘gender schema’.

A

-organised group of related concepts / cognitive structures / mental representation

  • about each sex and sex appropriate behaviour.
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44
Q

How is gender schema theory similar to Kohlberg’s theory

A

-It’s a cognitive developmental theory
-Argues that children’s understanding of gender changes with age
-Children develop their understanding by actively structuring their own learning

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45
Q

When do children begin to develop a gender schema

A

After a child has developed gender identity they will begin to search the environment for information that encourages development of gender schema

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46
Q

What do gender schema’s include

A

-expand to include behaviours and personality traits
-formed around stereotypes- by age 6 children have a fixed idea of what is appropriate for each gender

47
Q

Explain one methodological problem that might occur when asking young children questions about gender development.

A
  • children may not understand the questions being asked
    -problem due to the validity
    -This means that they may not be able to express their actual knowledge very clearly
48
Q

Ingroup

A

children tend to have a better understanding of the schema that are appropriate to their own gender

49
Q

When do children develop a schema for both genders

A

Age 8

50
Q

A strength of gender schema theory (research support)

A

-Key principles are supported by evidence
-Martin and Halverson’s own study found that children under the age of 6 were more likely to remember photographs of stereotypically gender appropriate behaviour when tested a week later
-children tended to change the gender of the person carrying out the gender inappropriate activity in the photographs when asked to recall them so it was now appropriate
-This provides support for gender schema which predicts that children under 6 years would do this.

51
Q

A limitation of gender schema theory (earlier gender identity)

A

-Gender identity probably develops earlier than Martin and Halverson suggested
-Longitudinal study of 82 children looked at the onset gender identity
-data was obtained from twice weekly reports from mothers on their children’s language from age 9 to 21 months
- the key measure of gender identity was taken to be when and how children labelled themselves as a ‘boy’ or ‘girl’
-occurred on average at 19 months, as soon as children begin to communicate
- this suggests that Martin and Halverson may have underestimated children’s abilities to use gender labels

52
Q

What stage does gender development occur according to freud

A

phallic

53
Q

Oedipus complex

A

Freud’s explanation of how a boy resolves his love for his mother and feelings of rivalry towards his father by identifying his father

54
Q

Electra complex

A

A Term proposed by Carl Jung which refers to the process girls go through where an attraction to and envy of their fathers is resolved through identification with their mother

55
Q

Identification

A

A desire to be associated with a particular person or group often because the person/group possesses certain desirable characteristics

56
Q

Internalisation

A

An individual adopts the attitudes and/or behaviour of another

57
Q

Stages of the oedipus complex

A

-boy develops incestuous feelings towards mother
-jealous and murderous hatred towards father
-recognise that their father is more powerful leading to castration anxiety
-To resolve the conflict they give up their love for their mother and identify with their father

58
Q

Stages of the Electra complex

A

-girls experience penis envy seeing themselves in competition with their mother for their father’s love
-develop a double-resentment towards their mother for also their mother for not having a penis
-over time they come to accept they have no penis and substitute this desire with the desire for a baby (identify with their mother)

59
Q

Little Hans

A

-Freuds evidence of the Oedipus complex was limited
-Hans was 5 and had a fear of being bitten by a horse
-This seemed to stem from an incident where he had seen a horse collapse and die
-Freuds interpretation was that his fear of being bitten represented his fear of castration

60
Q

A strength of the psychodynamic theory (the oedipus complex)

A

-Some support for the role of the oedipus complex in gender development
-For boys to have normal development it depends on being raised by at least one male parent
-Rekers and Morey rated the gender identity of 49 boys aged 3-11 years based on interviews
- Of those judged to be ‘gender disturbed’ 75% had neither their biological father nor a substitute
-This suggests that being raised with no father may have a negative impact upon gender identity

61
Q

A limitation of psychodynamic theory (female development)

A

-Inadequate account of women’s development
-girls development was undertaken by Carl Jung
-Freud admitted that women were a mystery to him
-Notion of penis envy was criticized as reflecting the androcentric victorian era during which he lived where men held so much power
-men experience womb envy- a reaction to women’s ability to nurture and sustain life
-This challenges the idea that women’s gender development is founded on a desire to want to be like a man

62
Q

Joey has stolen a bag of sweets from the local shop. His friend Ross says: “My dad says that stealing is wrong and I agree with him.”

With reference to the Oedipus complex, explain why Ross agrees with his father.

A

-Ross has identified with his father.
-internalised his father’s characteristics/behaviour

63
Q

Social learning theory

A

explains gender development in terms of socialisation and experience

64
Q

Direct reinforcement

A

Children are more likely to be reinforced for demonstrating behaviour that is stereotypically gender-appropriate

65
Q

Differential reinforcement

A

Boys and girls are encouraged to show distinct gender-appropriate behaviour in different ways.

66
Q

Vicarious reinforcement

A

If the consequences of another person’s behaviour is favourable that behaviour is more likely to be imitated by a child.
-If the consequence of the behaviour is unfavourable then it’s less likely to be imitated

67
Q

Identification

A

The process whereby a child attaches themself to a person who is seen to be ‘like me’ or to be a person who ‘i want to be ‘
-the person possesses qualities that the child sees as desirable

68
Q

Role models

A

Tend to be attractive, high status and usually the same sex as the child

69
Q

Modelling

A

From the role models perspective is the precise demonstration of a behaviour that may be imitated by an observer

70
Q

Mediational processes

A

Attention, retention,motivation and motor reproduction

71
Q

A strength of social learning explanations of gender (research support)

A

-Key principles are supported by evidence
-Study by Smith and Lloyd involving babies aged 4-6 who were dressed as the opposite sex for half the time
- Observed interacting with adults and babies assumed as boys were more likely to be given a hammer-shaped rattle and encouraged to be adventurous and active.
-When the same babies were dressed as girls they were more likely to be handed a cuddly toy and told they were pretty and reinforced for being passive
-This suggests that gender appropriate behaviour is stamped in at a early age through differential reinforcement

72
Q

A limitation of social learning explanations of gender (no developmental sequence)

A

-Does not provide an adequate explanation of how learning processes change with age
-The general implication of the approach is that modelling of gender-appropriate behaviour can occur at any age
-It seems illogical that children who are say 2 years old learn in the same way as children who are 9 years old.
-This conflicts with Kohlberg’s theory that children do not become active their gender development until they reach gender constancy
-This suggests that influence of age and maturation on learning gender concepts is not a factor considered by social learning theory.

73
Q

Outline social factors that may influence gender roles.

A

-reinforcement from parents, family, and peers
-Observational learning
-vicarious reinforcement
-role models

74
Q

Choose one study in which cultural variations in gender-related behaviour were investigated.

Explain one methodological problem in relation to this study.

A

-Mead – Three tribes
-validity; researcher bias; ethnocentrism; subjectivity

75
Q

Culture

A

The ideas, customs and social behaviour of a particular group of people or society

76
Q

media

A

Communication channels such as TV, film and books through which news, entertainment, education and data are made available

77
Q

gender roles

A

A set of behaviours and attitudes that are considered typical of one gender and atypical of the other

78
Q

how does cross-culture research contribute to the nature-nurture debate

A

-If a particular gender-role behaviour appears to be consistent across different cultures we might conclude that this represents an innate biological difference
-if the same gender-role behaviours are culturally specific we might assume that the influence of shared norms and socialisation is decisive

79
Q

What cultural groups did Mead study

A

3 different groups in Papua new Guinea
-The Arapesh
-The Mundugumor
-The Tchambuli

80
Q

What did Mead conclude

A

There may not be a direct biological relationship between sex and gender and that gender roles may be culturally determined

81
Q

What did Buss’s study on cultural similarities find

A

Buss found consistent patterns in mate preference in 37 countries across all continents

82
Q

Rigid stereotypes

A

The media provide very clear gender stereotypes that are quite rigid. EG. men are independent and ambitious and women are dependent and advice seekers

83
Q

Furnham and Farragher study on stereotypes by the media

A

study of TV adverts which found that men were more likely to be shown i nomous roles within professional contexts whereas women were often seen occupying familial roles

84
Q

Self Efficacy-media

A

The media also gives information in terms of the likely success of adopting the behaviours. Seeing others perform gender appropriate behaviours increases a child’s belief that they are capable of carrying out behaviours in the future.

85
Q

Self-efficacy study

A

analysed the attitudes of people in India who had watched a programme designed to challenge deep-rooted gender stereotypes. It was a detective drama that ran for 78 episodes and girls who watched it were more likely to see themselves as capable of working outside the home

86
Q

What is a strength of culture and gender roles (research support)

A

-Supported by evidence
-Hofstede argues that in industrialised cultures the changing status and expectations of women are a function of their increasingly active role in the workplace and away from the domestic sphere
-led to a breakdown of traditional stereotypes in advanced industrialized societies.
-This suggests that gender roles are very much determined by cultural context

87
Q

What is a limitation of culture and gender roles
(Mead’s research)

A

-mead’s cross-culture research has been criticised
-mead has been accused of making generalisations
-Freeman conducted a follow-up study of people from Papua new guinea after mead’s investigation and argued her findings were flawed as she had been misled by some of the participants
-Her preconceptions had influenced her (observer bias and ethnocentrism)
-This suggests that Mead’s interpretations may not be objective

88
Q

What is a strength of media and gender roles (cultivation theory)

A

-Theoretical basis
-Cultivation theory argues that the more time individuals spend ‘living’ in the media world the more likely they are to believe that this reflects social reality
-Bond and Dragos found a positive correlation between time spent watching the reality TV programme Jersey shore and permissive attitudes towards casual sex.
-This was still found to be true when factors such as religious belief and parental attitudes were controlled
-This suggests the media cultivates perception of reality and this affects gender behaviour

89
Q

What is a limitation of media and gender roles

A

-May not be a causal relationship
-Durkin argues that even very young children are not passive and uncritical recipients of media messages
-norms within the child’s family may be the bigger determinant on the child’s gender attitudes and behaviour
-If the media confirms existing gender norms then they are more likely to be reinforced
-this suggests that media influences are secondary to other influences

90
Q

Briefly outline the biological explanation for gender identity disorder.

A

Over or under-exposure to androgens in the womb (over-exposure for females, under–exposure for males) and consequent masculinisation or feminisation

91
Q

gender dysphoria

A

Used to describe when a person experiences discomfort and stress because there is a mismatch between their sex assigned at birth and their gender identity

92
Q

Brain sex theory

A

Gender dysphoria is caused by a particular structure in the brain – the bed nucleus
of the stria terminalis (BST).

93
Q

What is the bed nucleus
of the stria terminalis

A

the bed nucleus of the stria terminalis

94
Q

What does the BST do?

A

It is involved in emotional responses and sexual behaviours (in male rats).

95
Q

What is the size difference between men and women?

A

This area has been found to be larger in men than women.

96
Q

What has been found in transgender females?

A

The structure is female sized (smaller) in transgender females (Kruijver 2000).

97
Q

How does the bed nucleus of the stria terminalis explain gender dysphoria

A

One’s BST is the size of the sex they wish to identify with, not their biological sex size.

98
Q

Coolidge’s study on twins

A

Coolidge (2002) assessed 157 twin pairs (96 MZ & 61 DZ), for evidence of gender dysphoria.

99
Q

Heylens twin study

A

Heylens (2012), compared 23 MZ and 21 DZ
twins where one of each pair was diagnosed with
gender dysphoria.

100
Q

In Coolidge’s study, what variance was accounted for by genetic factors
suggesting there is a strong heritable component to gender dysphoria?

A

62%

101
Q

In Heylen’s study, what % of the MZ twins were concordant for gender dysphoria?

A

39%

102
Q

In Heylen’s study what % of the DZ twins were concordant for gender dysphoria?

A

None

103
Q

What is social constructivism with relation to gender?

A

Concepts are invented by societies, with the concept of a man and a woman forcing people
to pick a side.

104
Q

How does social constructivism explain gender dysphoria?

A

Due to people being forced to pick a side they act accordingly.

105
Q

What country did McClintock complete her work in?

A

Sambia of New Guinea

106
Q

What do the biological males have causing them to be categorised as a girl? (McClintock)

A

Labia and clitoris.

107
Q

What happens during puberty? (McClintock)

A

The increase in testosterone causes the testes to descend and clitoris to enlarge into a penis.

108
Q

What are the genders in this culture? (McClintock)

A

Men, women, females then males.

109
Q

What did Ovesey and Person claim was the cause of gender dysphoria

A

claimed social relationships within the family were the cause
of gender dysphoria.

110
Q

What are boys said to experience that cause them to experienced gender dysphoria?

A

Extreme separation anxiety from their mother before gender identity has been established.

111
Q

How was this seen in Stoller’s interviews?

A

Biological males displayed overly close relationships with their mothers
suggesting stronger female identification and thus conflicted gender identity.

112
Q

A strength of social constructionism

A

One strength of the social constructionism approach is that not all cultures have two genders. On the previous spread we saw how some cultures recognise more than two genders, such as the fa’afafine of Samoa. This is a challenge to traditional binary classifications of male and female. Indeed, the fact that increasing numbers of people now describe themselves as non-binary suggests that cultural understanding is only now beginning to ‘catch up’ with the lived experience of many. This suggests that gender identity (and dysphoria) is best seen as a social construction rather than a biological fact.

113
Q

A limitation of the psychoanalytic theory

A

One limitation is there are issues with the psychoanalytic theory of gender dysphoria. Ovesey and Person’s explanation does not provide an adequate account of gender dysphoria in biological females as the theory only applies to transgender women (people assigned male at birth who identify as women). In any case, research by Rekers (1986) found that gender dysphoria in those assigned male at birth is more likely to be associated with the absence of the father than the fear of separation from the mother. This suggests that psychoanalytic theory does not provide a comprehensive account of gender dysphoria.

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A-LEVEL PSYCH (17 decks)

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