Gender Flashcards
1
Q
transgender
A
- an umbrella term
- people whose gender identity is different from sex assigned at birth
2
Q
nonbinary
A
- 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
3
Q
agender
A
- without gender
4
Q
bigender
A
- identify as 2 genders
5
Q
two spirit
A
- associated specifically with first nations culture
- broad term
- individuals who carry both male and female spirits within
6
Q
Lisa Diamond
basic idea
A
- 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)
7
Q
lisa diamond
development of gender identity
A
- 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
8
Q
lisa diamond
gender fluid
A
- 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
9
Q
identity non affirmation
A
- a non binary identity is recongized but an individual’s right to claim that identity is questioned
10
Q
identity invalidation
A
- the idea of a non binary identity is all together dismissed
- conflict of sharing and being invalidated v. not sharing and being misread
11
Q
identity formation in ado
A
- 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
12
Q
socialization
is, treatment, age
A
- 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
13
Q
bandura’s social cognitive theory
A
- observing same sex/gender models
- develop personal “gender role standards” over time
- ex. observe what peers do and renact it to fit in
14
Q
self efficancy
A
- belief that you possess the resources to carry out some behaviour or achieve a goal
- ex. football=masculinity
15
Q
role of cognition in gender development
A
- kids and teens are trying to understand their place in the world
- how they think and understand sex and gender plays a role
16
Q
kohlberg’s theory
A
- 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
17
Q
gender schema and processing info
A
- gender schema: child constructs gender understanding
- schemas direct person’s attention, behvaiour
- info: more attention to own gender info
18
Q
kohlberg v. schema
A
- 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
19
Q
gender intensification hypo
A
- 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
20
Q
gender and self esteem
A
- 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
21
Q
gender, emotion, and mood
A
- 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
22
Q
gender and aggression
A
- 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
23
Q
gender and personal relationships
A
- 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
24
Q
co-rumination: costs and benefits
A
- 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
25
Q
co rumination involves
A
- rehashing problems
- mutually encourgaing problem talk
- speculating about problems
- dwelling on -‘ve feelings
26
Q
co rumination: unique features
A
- social
- conveys trust and disclosure
- happen in high quality relationships
27
Q
co rumination most
A
- girls with same gender friends
- mothers who co rum have kids that co rum
- co rum on interpersonal problems
