Gender Development (10&11) Flashcards
what are 3 ways to approach gender?
behaviourally
conceptually (identity)
biologically
what are some differences in ability or behaviour between girls and boys
girls: verbal skills earlier, more fearful, more emotionally responsive, more compliant with adults
boys: stronger visual/spatial abilities, mathematical reasoning, more aggressive, more physically active, more developmental problems
what accounts for the differences in boys and girls behaviour/ability?
biology, cognition, motivation and culture
gender typed
stereotypical behaviour for that gender
cross-gender typed
stereotypical behaviour for the gender they are not
gender development 1-2yrs
prefer gender typed toys, even if neutral but perceived as gender typed
gender related expectations about objects and activities associated with males & females
gender development toddlers
by 2-3yrs know which gender group they belong and use gender terms
gender differentiated play type
gender development pre-schoolers
gender segregation
increased gender typed play, avoid cross-gender typed peers
gender development middle childhood
by 9-10yrs start understanding gender is a social category, notice gender discrimination/unfairness
peer groups establish norms for behaviour, boys: dominant, assertive, independent, shared activities; girls: affiliation, collaboration, shared emotion
gender development adolescence
increased cross-gender interactions
either gender-role intensification or flexibility
gender-role intensification
heightened concern with adhering to traditional gender roles, internalize into personal values
gender-role flexibility
exploring attitudes and interests that transcend traditional conventions (girls more than boys)
why do girls do better in school than boys?
girls are more adjusted to school, are slightly advanced in early language development and are less likely to develop speech-related or reading problems
social learning theories of gender
children learn about gender by observation
(external at first, then internalized)
attention (to that gender info)
memory (for that info)
production (of behaviour)
motivation (repeat behaviour)
-gender schema theories, social role theory, social cognitive theory, social identity theory, cognitive developmental theory
Gender schema theory
mental representation of gender which emerges soon after child can label their own and others’ gender.
through self socialization, gender schema filter and confirmation bias, gender schema filter: seek information about their own gender and retain it better
Gender self-socialization
child determines what info they learn about gender based on their preferences and activities they pursue
active child’s cognitions influence perception and behaviour
Gender schema filter
evaluating info as being relevant to their own gender (seek info about own gender and retain knowledge better)
social cognitive theory of gender
learn about gender through:
tuition: direct teaching (during gender socialization)
enactive experience: guiding behaviour by reactions evoked
modeling: observational learning
based on bandura’s triadic model (personal, environment & behavioural factors)
what are some examples of gender socialization at home?
conversational differences (fathers more instructional with sons), play differences, social roles (chore division), convey messages through gender essentialist statements
what is social role theory?
different expectations for each gender stem from the division of labour in a society and cultural practices reflect and perpetuate gender divisions
how does the media influence gender typing?
stereotype portrayals, more male protagonists, can lead to confirmation bias, gender labelling toys
what is social identity theory?
-influence of group members on self concepts and behaviour
-affiliative motivations
in group assimilation - socialize to conform to group norms
in group bias - in group traits superior, prefer people with them
what is cognitive development theory?
who was it pioneered by?
Lawrence Kohlberg (theory of gender role development cognitive development changes understanding (informed by Piaget) gender identity - not fixed gender stability (3-4yrs) quasi fixed, appearance matters gender constancy (6yrs) same matter regardless of appearance (conservation) begin self socializing
intersectionality
how multiple group identities effect experiences (in terms of discrimination)
Androgens
hormones that normally occur at higher levels in males than females, affecting physical development and functioning from prenatal onward
Congenital Adrenal Hyperplasia (CAH), in Females? Males?
-group of inherited disorders
-surplus in steroid hormones which leads to overproduction of androgen
females = ambiguous genitalia, masculine physical traits
males = enter puberty earlier
how does CAH support sex-typed behaviour and gender identification
CAH girls/CAH induced
-prefer male toys and playmates
-reduced gender identity
-less satisfaction with gender
Androgens reduced = more feminine clothing, less tomboyish
In animals = increased male-type sexual behaviour, aggression
Evolutionary approaches
differences emerged result from survival (reproductive advantages)
Male aggression/impulsivity for hunting & sex
May have selected a different balance of hormones
Confirmation bias assumes behaviour today served evolutionary purposes
Example: how do biology, cognition and motivation interact in male aggression
Cognitive & motivation: more likely to appraise conflicts as competitions that require direct aggression
Biology: increase testosterone in response to perceived threat = aggression
Peers, media & culture as well
Sex vs Gender
Sex = physiological traits (chromosomes, hormones, genitalia) 3 categories at birth, M, F, Intersex (both types of physiological traits) Gender = internal sense of maleness, femaleness or otherness
Transgender
internal sense that one is a different gender than natal sex “genderqueer”
typically not intersexed
Neuroscience approaches to gender
focus on how hormones & brain functioning relate to variation in gender development
-gender differences in behaviour reflect ratios of M & F sex hormones
Intersex
Male & female physiological traits at birth
usually identified by external organs
usually surgery to align genitals with selected sex
what did Olsen et al. (2015) predict?
that trans children would respond similarly to gender-matched controls on implicit and explicit measures
who were the participants in Olsen et al. (2015) study?
transgender children living completely as their gender identity and cisgender controls (ages 5-12yrs)
what were the methods in Olsen et al. (2015) study?
Implicit - IAT pairing gender with good/bad and me/not me
Explicit - gender peer preference, gender associated novel object preference, how they felt on the inside (gender identity)
what did Olsen et al. (2015) want to find out?
How transgender children really think of their gender - do they truly identify with expressed gender
common questions/hypothesis about trans children
are they confused (about gender identity), delayed (cognitively unable to understand) or pretending (make believe)?
what did Olsen et al. (2015) conclude?
trans children truly identify as expressed gender on implicit and explicit measures and responses match cisgender responses.
Not confused, delayed or pretending!
how do chromosomes and hormones affect physical development
chromosomes determine ovaries vs testes
sex hormones produce the genital appearance
thus hormones can override sex chromosomes
T or F
hormones cannot override sex chromosomes
False
they can hormone imbalances can cause development of the “wrong” genitalia than chromosomes imply
