Gender

Question 1

transgender

Answer 1

• an umbrella term
• people whose gender identity is different from sex assigned at birth

Question 2

nonbinary

Answer 2

• gender identity is neither exculsively male nor female, or is in between or beyond both genders
• may identify as gender fluid, agender, third gender, or something else

Question 3

agender

Answer 3

• without gender

Question 4

bigender

Answer 4

• identify as 2 genders

Question 5

two spirit

Answer 5

• associated specifically with first nations culture
• broad term
• individuals who carry both male and female spirits within

Question 6

Lisa Diamond

basic idea

Answer 6

• idenities that fall outside gender binary are understood less than male, female, and trans (these include both/neither male and female and none at all)

Question 7

lisa diamond

development of gender identity

Answer 7

• 14-18 months = use gender labels in speech
• 3-5 yrs old = gender constancy (an understanding of gender as a permanent char.)
• rigid gender constancy relaxes in middle childhood as kids get better at abstract thinking

Question 8

lisa diamond

gender fluid

Answer 8

• some gender fluid and nonbinary youth indersatnd their gender identity from a young age
• other start to understand it more once they get closer to puberty
• context plays a role in it

Question 9

identity non affirmation

Answer 9

• a non binary identity is recongized but an individual’s right to claim that identity is questioned

Question 10

identity invalidation

Answer 10

• the idea of a non binary identity is all together dismissed
• conflict of sharing and being invalidated v. not sharing and being misread

Question 11

identity formation in ado

Answer 11

• some non binary ado have a sense of their gender identity at a young age but others don’t
• identity formation is stressful
• extra strssful when navigating anticipated and actual identity non affirmation and invalidation

Question 12

socialization

is, treatment, age

Answer 12

• effects of others
• society
• treatment differences from earliest days
• clothing, toys, stories coded by gender
• age 3: kids spend more time playing with same sex peers
• likely leads to many more opportunities for gendered reinforcement and socialization

Question 13

bandura’s social cognitive theory

Answer 13

• observing same sex/gender models
• develop personal “gender role standards” over time
• ex. observe what peers do and renact it to fit in

Question 14

self efficancy

Answer 14

• belief that you possess the resources to carry out some behaviour or achieve a goal
• ex. football=masculinity

Question 15

role of cognition in gender development

Answer 15

• kids and teens are trying to understand their place in the world
• how they think and understand sex and gender plays a role

Question 16

kohlberg’s theory

Answer 16

• gender consistency: knowing gender is stable
• gender identity: child identifes with own-gender role
• once girls identify with a specifix gender, they start to see gender as more internal and less extrenal

Question 17

gender schema and processing info

Answer 17

• gender schema: child constructs gender understanding
• schemas direct person’s attention, behvaiour
• info: more attention to own gender info

Question 18

kohlberg v. schema

Answer 18

• k: age 6-7 is when kids develop gender constancy, they identify with gender role
• s: begins with the earliest emergence of gender identity like preschool
• sim: both say that kids develop a stable gender identity, motivated to learn and practice the skills that go with thier gender

Question 19

gender intensification hypo

Answer 19

• as ado approaches, there is more pressure from others to conform more closely to expected gender roles
• parents = inappropriate interests
• teens = less tolerant of cross-gender
• dating = traditional roles
• clear evidence is hard to find

Question 20

gender and self esteem

Answer 20

• self esteem declines
• effects of body image on self esteem (boys = strong, girls = skinny)
• girls more affected by personal relationships
• “false self”: pretences to protect relationships (act as they think they should, not who they are)
• gilligan: girls “lose voice” with adp

Question 21

gender, emotion, and mood

Answer 21

• emotional differences results of experiences/expectations
• depression levels equal during childhood
• puberty = 2x as many girls depressed
• girls are mroe aware of own emotions
• rumination: brooding about problems, -‘ve emotions
• relationship problems major cause of depression

Question 22

gender and aggression

Answer 22

• boys more physically aggressice on average
• few consistently aggressive boys or girls
• for most, aggressiveness declines across ado
• relationship aggression: harming another’s social relationships
• girls use more relational than phsyical
• boys use both

Question 23

gender and personal relationships

Answer 23

• boys = larger, less intimate friend groups
• girls = relationship goals frienship, support, involvement
• girls = more conversation, more self disclosure
• topics: feelings, friends (girls); cars, sports (boys)
• co-rumination: dwelling on problems with friends

Question 24

co-rumination: costs and benefits

Answer 24

• social support is important for well being and high quality relationships
• some types of support can be problematic even if they confer greater intimacy
• co-ru: taking excessively to other about problems without moving towards a solution

Question 25

co rumination involves

Answer 25

• rehashing problems
• mutually encourgaing problem talk
• speculating about problems
• dwelling on -‘ve feelings

Question 26

co rumination: unique features

Answer 26

• social
• conveys trust and disclosure
• happen in high quality relationships

Question 27

co rumination most

Answer 27

• girls with same gender friends
• mothers who co rum have kids that co rum
• co rum on interpersonal problems