Gender Studies reversed

Question 1

• That young children cannot distinguish between appearance and realty/have no conversation skills - children show these skills when they understand that superficial changes don’t affect physical characteristics of an object.
• Kohlbergs

Answer 1

Piaget

Question 2

• Interviewed 55 children aged 2-5.5 years, found the children who had reached gender constancy were more likely to pay more attention to the same sex models in the film - looking for role models - understand their gender will not change.
• Kohlbergs

Answer 2

Slaby and Frey

Question 3

• 4yo - okay for George to play with dolls, 6yo - it’s wrong, older children (9yo) - okay but unusual - still lack internal knowledge, think that toys change gender.
• Kohlbergs

Answer 3

Damon

Question 4

• Children who had reached gender constancy were sensitive to the implicit messages of the advert that certain toys were right/wrong for boys or girls.
• Kohlbergs
• Supports Damon’s study.

Answer 4

Ruble

Question 5

• 3yo couldn’t answer ‘will you be a mummy or daddy’, whereas 95% of 5yo could - think gender can change before they reach gender constancy.
• Kohlbergs

Answer 5

Rabban

Question 6

• Used visual preference techniques, 3 months (very minor preferences), 18 months (preference to boys activities - stronger in boys) - children have preferences at a younger age than Kohlberg suggested.
• Gender Schema

Answer 6

Campbell et al

Question 7

• 2 year olds who cannot correctly label their gender spent 80% of their time in same gender groups, whereas those who couldn’t, only spent 50% of their time - motivated to learn the behaviours associated with their gender.
• Gender Schema
• Supports Campbell et al’s study.

Answer 7

Fagot

Question 8

• Showed video of a male being a nurse and a female being a doctor, many children either missed the point, distorted the information (M-D, F-N), or quickly forgot - making the information fit their schema.
• Gender Schema

Answer 8

Martin and Halverson

Question 9

• Children who had not attained a gender identity still disapproved non-conforming behaviour - it’s innate, not always caused from a gender schema.
• Goes against Gender Schema
• Contradicts Martin and Halverson’s study.

Answer 9

Bussey and Bandura

Question 10

• In prenatal development, the right side develops earlier/is thicker in males and explains why males have better spatial ability - testosterone is a key influence.
• Biological

Answer 10

Geshwind and Galaburda

Question 11

• Female monkeys exposed to male hormones during pre-natal development engaged in more rough and tumble play than control group - testosterone causes aggression.
• Biological (Testosterone)

Answer 11

Young

Question 12

• Mothers who took male sex hormones to stop uterine bleeding during pregnancy had girls who behaved like tomboys - male sex hormones affect foetal development.
• Biological

Answer 12

Ehrdardt and Money

Question 13

• Had a sex change after circumsition went wrong and was brought up as a girl, was never happy until he reverted back to male at 14 - shows how genes/hormones determine gender not how they’re brought up

Answer 13

David Reimer (Ehrdardt and Money)

Question 14

• None of the women agreed to have sex with a stranger, 75% of men agreed - importance of parental investment, women = picky.
• Evolutionary

Answer 14

Clark and Hatfield

Question 15

• Men became more distressed at the image of partner being sexually unfaithful (risk of cuckoldry), women became more distressed at partner being in love with someone else.
• Evolutionary
• Supports Clarke and Hatfield’s study.

Answer 15

Buss

Question 16

• Men valued physical attractiveness more than women, also preferred a partner younger than themselves, women valued financial capacity and success - shows different genders seek different attributes.
• Evolutionary

Answer 16

Buss (2)

Question 17

• Heterosexual women were 3x more likely to seek resources and status than lesbians, gay men offered resources about half as often as heterosexual men - this theory doesn’t show gender differences for everyone - modern women tend to be more financial independent so may look for resources less and seek out emotional characteristics more - theory is outdated
• Goes against Evolutionary theory.
• Contradicts Buss’ theory.

Answer 17

Dunbar

Question 18

• Men = more aggressive towards other men than women -shows men compete for reproductive success
• Evolutionary

Answer 18

Anderson

Question 19

• Men showed more dominant behaviour (head shaking) whereas women showed more affiliation (frequently laughing) - men and women show different behaviours based on evolutionary past, dominance = beneficial for hunting.
• Evolutionary
• Supports Anderson’s study.

Answer 19

Luxen

Question 20

• Girls are more likely to be encouraged to help with housework and boys with outdoor tasks - gender stereotyped tasks, copy role models (parents).
• Social influence (Reinforcement)

Answer 20

Lytton and Romney

Question 21

• Found that children as young as 3 criticised peers who engaged in cross sex play and were less likely to play with them
• Social influence (Reinforcement)
• Supports Lytton and Romney’s study.

Answer 21

Archer and Lloyd

Question 22

• Found that young children of either sex who had older brothers became more masculine and those who had older sisters became more feminine - role models, vicarious reinforcement.
• Social influence (Observational reinforcement)

Answer 22

Rust

Question 23

• 4yo, children in traditional families (brought up by mother) tended to use more gender labels/role stereotypes than those in egalitarian families (mother and father share parenting).
• Social influence (Reinforcement)
• Supports Rust’s study.

Answer 23

Fagot

Question 24

• Characters on TV, found that males had occupational roles whilst women had caring or childcare roles - media reinforces male/female stereotyped behaviours.
• Social influence (Media)

Answer 24

Wober

Question 25

• Found that those with more access to TV were more stereotypical than the town with no TV, but once TV was introduced it increased - particularly in boys.
• Social influence (Media)
• Supports Wober’s study.

Answer 25

Williams

Question 26

Children divide curriculum into boy and girl subjects, this may be related to the gender to the teachers involved - shows importance of teachers as role models.
- Social Influence (Schools)

Answer 26

Colley

Question 27

• Boys are more likely to receive praise for the intellectual quality of their work, but girls are often praised for the neatness of their work - teacher bias may influence children and cause gender stereotypes.
• Social Influence (Schools)
• Corroborates (backs up) Colley’s study.

Answer 27

Renzetti and Curran

Question 28

• 32 mothers, found that they played more vigorously with a ‘boy’ than a ‘girl’.
• Biosocial

Answer 28

Smith and Lloyd

Question 29

• Had AIS, brought up as a women, found out she was biologically male in late teens, no internal female organs, stayed as women and adopted children - never felt masculine (nurture can overhaul nature)
• Biosocial (??)

Answer 29

Mrs DW (Goldwy)

Question 30

• Labelled/raised as a boy, developed breasts at puberty, had an active ovary on one side and an active testicle on the other, occurs when 2 sperm fertilises an egg, brain as not masculine but he felt masculine - shows biology alone is not enough to determine gender.
• Biosocial
• Supports case study of Mrs DW.

Answer 30

Mr Blackwell

Question 31

• Arapesh: men/women stereotype of femininity
  Mundugumar: both sexes showed macho behaviour
  Tchambuli: opposite of western culture (W-possessive/dominant, M-flirtatious) - shows that nurture/environment determines gender.
• Cultural influences.

Answer 31

Mead

Question 32

• Italians: less conformity to traditional ideas of masculinity
  N.Italian: less traditional than Southern - shows that culture has an influence on gender roles
• Cultural influences.
• Supports Mead’s study.

Answer 32

Tager

Question 33

• Female: food preparations/childcare in all societies (sometimes shared), Girls: socialised more towards compliance, Boys: assertiveness - culture has little influence.
• Goes against Cultural Influences.

Answer 33

Munroe

Question 34

• (Non-Western) Girls: more nurturing/encouraged to spend more time with mothers/given domestic/childcare roles, Boys: tasks outside house, basic goals of parenting were the same - culture has little influence.
• Goes against Cultural Influences.
• Supports Munroe’s study.

Answer 34

Whitting

Question 35

• Cross cultural study in 33 countries, Men: valued physical attractiveness/younger, Women: valued financial capacity and qualities associated with financial success - culture has little influence.
• Goes against Cultural influences.

Answer 35

Buss

Question 36

• Boy developed GID as a defense mechanism to his mothers depression (trauma occurred at 3yo) - trauma led to cross-gender fantasy to resolve anxiety.
• Gender dysphoria (childhood trauma).

Answer 36

Coates

Question 37

• 434 pps, psychological trauma experienced was no greater than that experienced by the normal population.
• Goes against Gender dysphoria (childhood trauma).

Answer 37

Cole

Question 38

• 115 boy pps with concerns about gender identity, of the boys diagnosed with GID, 64% were also diagnosed with separation anxiety - mother-son relationships may not be cause as they did not have close relationships.
• Goes against Gender dysphoria (Mother and son).

Answer 38

Zucker

Question 39

• Number of neurons in the thalamus of MtoF transsexuals was similar to that of females, likewise with FtoM being similar to males
• Gender dysphoria (brain sex theory).

Answer 39

Zhou

Question 40

• Differences do not develop until adulthood whereas most transsexuals report that their feelings of gender dysphoria began in early childhood.
• Goes against Gender dysphoria (brain sex theory).

Answer 40

Chung et al