Lecture 25

Question 1

 Sex: distinction between g__ f__ and g__ m__.

 Gender: s__ a__ or s__-c__ as female or male (or n__ or a d__ category)

Self-categorization of gender may or may not “m__” genetic s__ or gender a__ at birth.

Answer 1

genetic females, genetic males

social assignment, self-categorization, neither, different

match, sex, assigned

Question 2

Gender-typed behavior: behaviors s__ or e__ for one’s g__.

Cross-gender-typed behavior: behaviors s__ or e__ for the g__ other than o_’s o__.

Answer 2

stereotyped, expected, gender

stereotyped, expected, gender, one’s own

Question 3

II. Biological Theories
 Evolutionary psychology theory
People have certain behavioral t__
because they helped a__ humans s__ to pass on their g__ (r__).

• Boys prefer r__ and c__ play b/c winning competitions w/males gave r__ advantages
• Girls prefer p__-p__ because heavy m__ investment ensured offspring s__.

Criticism: assertions about past “a__” of behaviors not t__.

Answer 3

tendencies, ancestral, survive, genes, reproduce

rough, competitive, reproductive

play-parenting, maternal, survival

adaptiveness, testable

Question 4

II. Biological Theories
 Hormones and brain functioning:

• Androgens: a class of s__ h__ that include t__ (recall role that androgens play in prenatal development of male g__)
• Congenital adrenal hyperplasia – genetic __ develop m__ genitalia – prefer r__ play
• Androgen insensitivity syndrome – genetic __ develop f__ external genitalia – identify as g__ and prefer f__-stereotyped activities.

Effects of h__ interpreted as evidence for b__ influences on g__ development

Answer 4

steroid hormones, testosterone, genitalia

females, masculinized, rough

males, female, girls, feminine

hormones, biological, gender

Question 5

III. Cognitive-Motivational Theories:

 Cognitive Developmental Theory

gender identity (_-__ yrs.)

• can label self as b__ or g__
• BUT…could be o__ sex tomorrow or if d__ as opposite sex

gender stability (__ - __ yrs.)

• know g__ is s__ over time
• BUT…not across s__ (d__ could still matter!)

gender constancy (__ - __ yrs.)
- understand gender s__ across s__ as well as over t__.

Answer 5

2-3 ½ yrs
boy, girl
opposite, dressed

3 ½ - 4 ½
gender, stable
situations, dress

4 ½ - 7
stable, situations, time

Question 6

Effects of Gender Constancy on Attention to
Same-Sex Models:

*measured gender constancy & divided kids
into 2 groups

• could choose to watch female or male model
• when children understand gender (aka __ - _ years), spend more time looking at s__-s__ models

Answer 6

gender, 4 ½ - 7, same-sex

Question 7

 Gender Schema Theory:

Gender schemas: organized mental
r__ (c__, b__, m__) about gender, including gender s__.
 emerge as soon as children can l__ gender
 Gender schemas lead to biased p__ and r__ of information about g__.

Girl sawing wood (c__-g__-t__) –Mistakenly recalled as Boy sawing wood (g__-t__)

Answer 7

representations (concepts, beliefs, memories), stereotypes

label

processing, remembering, gender

cross-gender-typed, gender-typed

Question 8

Gender Schema Theory:

…process through which children become “e__” on how to behave c__ with their g__.

Answer 8

experts, consistent, gender

Question 9

Infants and toddlers appear to have gender
“knowledge” before they even self-label…

@ - months, infants match male f__ w/
male v__, and female f__ w/ female v__.

By - mos. toddlers know types of o__ and a__ associated w/ males and females

At . years, children s__-l__ themselves
according to g__ (e.g., boy or girl)

 Typically, but not always consistent with gender a__ at b__ (transgender children may identify with the o__ category, b__, or n__)

Answer 9

6-9, faces, voices, faces, voices

18-24, objects, activities

2.5, self-label, gender

assignment, birth, other, both, neither

Question 10

 Preschool Years (ages -):

• Gender s__ are quickly learned
• G__-t__ play preferences are p__.
• Gender segregation: associate with s__ gender peers and avoid o__-gender peers

Answer 10

3-5
stereotypes
gender-typed, prominent
same, other

Question 11

 Middle Childhood Years:

Start to understand gender is a social c__ and gender r__ are social c__.

 e.g., think children should be allowed to engage in c__-t__ play/activities

Aware of gender d__ and think it’s u__

But, still may t__ or e__ other children for c__-t__ play/activities

Answer 11

category, roles, conventions

crossgender-typed

discrimination, unfair

tease, exclude, crossgender-typed

Question 12

 Adolescence:

Gender-role intensification: heightened
concern with a__ to traditional g__ r__.

Gender-role flexibility: recognition of gender roles as s__ c__ and adoption of more f__ attitudes and interests

C__-g__ interactions and friendships
become more common

Greater gender-role flexibility from childhood through adolescence more likely among g__ than b__.

Answer 12

adhering, gender roles

social conventions, flexible

cross-gender

girls, boys

Question 13

The typical size of gender differences is s__.

aka __% overlap

more s__ than d__!

Answer 13

small

85

similar, different

Question 14

The differences in p__ s__ and running s__ are among the largest gender differences.

• Attributed to b__ factors
• Become more pronounced at p__

Answer 14

physical strength, speed

biological
puberty

Question 15

__ engage in more d__ physical aggression than __.

__ have a tendency to engage in more direct v__ aggression than __.

Interestingly, girls do not engage in more i__ (r__) aggression than boys, but a g__ proportion of their a__ behavior is i__.

Answer 15

boys, direct, girls

boys, verbal, girls

indirect (relational), greater, aggressive, indirect

Question 16

Girls have a modest advantage in l__ early on (especially w__), and boys have a modest advantage in s__ ability and m__ achievement in adolescence.

Answer 16

language, writing, spatial, math, adolescence

Question 17

Girls have a modest advantage in perceptions of v__ ability, and boys have a modest advantage in perceptions of a__, m__, and c__ ability.

Answer 17

verbal, athletic, math, computing

Question 18

Girls are somewhat more likely to engage in c__ speech and s__-d__ with peers, whereas boys are somewhat more d__ in their speech with peers.

Answer 18

collaborative, self-disclosure, directive

Question 19

Why the Gender Differences?

 Social Learning Theory: M__, R__

• Parents: Interact differently with d__ than s__.
• Hold stereotyped a__ expectations
• “B__ will be b__” attitude

Teachers
- More likely to i__ girls, c__ on boys in
class
- Praise girls for o__, boys for k__

Answer 19

modeling, reinforcement
daughters, sons
academic
boys, boys

interrupt, call
obedience, knowledge

Question 20

Why the Gender Differences?

Peers
g__ groups may contribute to c__ differences:
-g__-t__ play
-s__-g__ peer norms

Siblings
-associations very c\_\_
-in families of all g\_\_/all b\_\_…children
more likely to be assigned c\_\_-g\_\_
chores

Answer 20

gendered, communication
gender-typed
same-gender

complex, girls, boys, cross-gender

Question 21

Media

Television
- females occupy f\_\_ roles
\_\_% family films
\_\_% prime-time TV programs
\_\_% children’s shows

• portrayed in gender s__ ways:
  a__
  o__
  r__

Answer 21

fewer
28%
39%
31%

stereotypic
appearance
occupation
roles

Question 22

Consequences of TV:

% kids w/stereotyped beliefs __ once tv was made available in a town.

Answer 22

increased