Gender evaluations Flashcards
BSRI
2+,2-
+high validity, judges rated 200 traits if fem, masc or neutral. Highest 20 traits in each section selected. Piloted on over 1000 students and results corresponded with their own description of their gender identity
+practical applications, if androgyny is better for physical and psychological health, parents could be encouraged to raise their children free to assume characteristics of either gender. Has huge implications as reduces burden on NHS
-lack temporal validity, developed over 40 years ago and relies on stereotypical, outdated notions of masculinity and femininity eg. women gentle ad childlike. No longer relevant
-ethnocentric as devised by US judges, so relies on western notions of male and female eg. men strong, women gentle. Not valid in other cultures
Role of chromosomes and hormones
2+,2-
+support by case study of David Reimer by Dr Money. His penis was burnt off during circumcision as a baby, see effects if brought up as a girl. When he reached puberty he reverted back suggesting bio factors can’t be overridden by external factors
+Supported by Van Goozen who studied transgender women who were receiving hormone treatment. Found their aggression decreased, showing the change in sex hormones caused the change in behaviour
-lack of population validity eg. Van Goozen who’s study was a small sample of unusual people, can’t generalise
-conflicting evidence eg. Tricker did a double blind study on 43 men given injection of testosterone or placebo. Found there was no increase in aggression
Atypical sex chromosome patterns
2+,2-
+contributes to understanding of nature nurture debate eg. girls with turners have higher verbal ability. Useful for parents to know the cause as can get support
+practical applications eg. hormone replacement therapy
-difficult to establish cause and effect as society often will treat them differently so don’t know if it’s the environment or genes
-studies lack population validity as conditions are rare so difficult to generalise
Kohlberg’s theory
2+,2-
+Slaby and Frey- found all children who achieved gender constancy achieved both stability and identity, suggesting gender development does go through those stages
+Munroe- found the theory is universal as found the same sequence of gender development across different cultures (Kenya, Nepal, Belize and Samoa)
-methodological problems as it involved interviewing young children who may lack vocab to express understanding, therefore have greater understanding than Kohlberg suggested
-Thompson- found children could categorise items as belonging to male or female before 2, therefore showing an understanding of gender long before constancy
Gender schema theory
2+,2-
+Martin + Halverson- found children more likely to remember gender consistent photos and change sex of person carrying out gender-inconsistent activities
+Martin + Little- found children under 4 showed no signs of gender stability or constancy but still demonstrated strongly sex-typed behaviours
-ignores social factors, like reward and punishment for doing gendered behaviour
-gender bias, may be beta biased as it assumes both genders develop gender identity at same time and in the same way. Bauer found boys use gender schemas by 25 mnths whereas girls are less likely
Psychodynamic explanation of gender development
2+,2-
+Little Hans case study- had a fear of horses that Freud suggested represented castration anxiety as father wore glasses, similar to horses blinkers, Hans had displaced fear of father onto horse. Once Hans identified with father, his fear of horses disappeared.
+practical applications, inform parents that gender identity develops between 3-6 so they can demonstrate less gender stereotyped behaviours, meaning children have a less rigid gender identity
-suggests boys with harsher fathers will have stronger gender identity as higher fear of castration. However Blakemore + Hill found boys with more liberal fathers are more secure in masculine identity
-mot valid as Freud’s methods lack scientific vigour. concepts are untestable, subjective and non-observable. Theory is pseudoscientific as key ideas can’t be falsified
Social learning explanation of gender development
2+,2-
+Smith + Lloyd- babies wearing blue were given hammers or rattle, babies dressed in pink given cuddly toy and called pretty, shows differential reinforcement
+Practical applications eg. explain changes in gender norms, for example the increase in womens football teams, now more girls playing football as more role models
-Ignores biology and the role of genetics and chromosomes. Eg. the David Reimer case study shows that the environment can’t override bio factors
-Ignores the role of the unconscious, eg. Freud suggested that the SLT relies too heavily on conscious mediational processes whereas he thinks that unconscious forces play a role
Influence of culture on gender roles
1+,2-
+practical applications eg. if gender is due to nurture/culture and not biological, we could be able to change gender roles, which is important in societies where there’s not gender equality, or women are discriminated against
+Alleye- suggests we should consider historical changes in cultural differences eg. the change in gender gap. This is seen in the intro of equality act
-Mead’s work criticised for methodology due to observer bias and making sweeping generalisations. Her preconceptions of what she would find, influenced her findings
-Williams + Best- studied 2800 students across 30 countries and found gender similarities between cultures. Suggested it’s due to evolution and innate differences of gender, not due to culture
Influence of media on gender roles
2+,2-
+practical applications- gendered behaviour learned through media, we can change gender stereotypes by making characters more gender neutral and discouraging gender stereotypes
+Pingree- found gender stereotyping reduced when children were shown ads featuring women in non-stereotypical roles
-can’t establish cause and effect- don’t know if the media is a cause or consequence of a child’s gender role stereotypes
-Pingree’s findings differed for pre-adolescent boys who displayed stronger stereotypes after exposure to the non traditional models
Biological explanation for GD
2+,2-
+Rametti- found brains of trans (FtM) have a more similar pattern of white matter to individuals who share their gender identity rather than their biological sex
+may reduce stigmas as people may think its not the patients fault due to having a biological cause. May reduce discrimination in society
-Reductionist, ignores social psychological factors, not a complete explanation
-difficult to draw conclusions as MZ and DZ twins share same enviro so may be due to enviro not genes
Social psychological explanations for GD
2+,2-
+Zucker- 115 boys with concerns over gender identity. Found 64% were diagnosed with separation anxiety disorder
+practical applications eg. parents can receive education and guidance on how to reduce separation anxiety, which will reduce the amount that develop GD and the distress it causes
-Gender bias- doesn’t explain GD in females so therefore is androcentric
-lack of scientific rigour, difficult to test levels of separation anxiety in childhood as it occurs on an unconscious level. Therefore its an unobservable construct that is very subjective
