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child and youth > lecture 8 > Flashcards

lecture 8 Flashcards

1
Q

Sex definition

A

assigned at birth

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2
Q

Gender identity:

A

A person’s sense of being male, female, both, neither, or anywhere along the gender spectrum

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2
Q

gender

A

socially constructed characteristics of men and women

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3
Q

Cisgender

A

An individual whose assigned sex at birth matches their gender identity

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4
Q

Gender identity myth:

A

children are too young to know their gender

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5
Q

Most children develop a stable sense of gender by age

A

4

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6
Q

A binary classification of sex/gender: some societies may reinforce rigid binary classification system: based on two things

A

reproductive organs, non-inclusive

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7
Q

2 Problem with a binary classification

A
  1. some bodies fit neither category- intersex(people with both male and female biological traits
  2. gender exists across a continuum (non binary- gender that doesn’t conform to traditional binary classification)
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8
Q

What is agender, and gender fluid

A

agender-not identifying with any gender

gender fluid- no fixed gender, gender varies overtime

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9
Q

What is gender socialization?

A

process by which individuals develop, refine and learn to ‘do’ gender through internalizing gender norms and roles as they interact with key agents of socialization, such as their family, social networks and other social institutions

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10
Q

Symbolic interactionism asserts that people learn

A

gender roles

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11
Q

Symbolic interactionism: basic premises

A

humans communicate by attaching meaning to symbols, meaning attached to symbols are socially constructed

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12
Q

Three tenets of symbolic interactionism: tenet 1

A

Human beings act toward people and things based on the meaning they ascribe to them.

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13
Q

example of tenant one

A

siren=symbol of authority, police
influence behaviour= pull over

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14
Q

Tenet 2:

A

the meanings we attach to certain symbols are the product of social interaction between people

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15
Q

tenet 3:

A

Meaning-making and understanding is an ongoing interpretive process, during which the initial meaning might remain the same or change.

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16
Q

Canadian Pediatric Society – Guide on Gender Development in Children: 2-3 years old characteristics

A

children become aware of physical differences between genders

most children identify themselves as boys or girl

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17
Q

Age 4-5:

A

now have stable sense of gender identity

awareness of gender stereotypes and expectations

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18
Q

ages 6-7

A

children begin to reduce outward expression of gender (not wearing dress)

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19
Q

age 6-7: children whose gender identity is different from assigned sex may experience

A

social anxiety

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20
Q

8 years old and up

A

Preteens and teens continue to develop their gender identity through personal reflection and input from their social environment.

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21
Q

DSM4 gender disagnosis

A

DSM-4- gender identity disorder

22
Q

DSM-5 gender

A

Removed previous diagnosis of “gender identity disorder” from DSM-4

23
Q

DSM-5 introduced gender dysphoria

A

Clinically significant distress or impairment related to gender incongruence

24
Q

gender dysphoria- describe blank not just blank

A

distress not just incongruence

25
Q

In DSM-4, gender disorder was categorized with

A

paraphilias+ sexual dysfunction

26
Q

DSM-5 gender dysphoria was moved to

A

it’s own section

27
Q

DSM-5 gender dysphoria criteria

A

incongruence between sex and gender for min. 6 months

clinically significant distress

28
Q

how many DSM-5 criteria need to be met to get a diagnosis

A

minimum of 6 out of 8 criteria needs to be met

29
Q

Signs of gender dysphoria in kids

A

strong desire to be of other gender

strong preference for cross-gender roles in make believe play or fantasy play

strong preference for cross dressing

30
Q

Girl Guides of Canada, Sexism, Feminism & Equality: What Teens in Canada Really Think. Interviewed youth 12-17 on 3 things

A

perceptions & experiences related to inequality, sexism, & feminism

31
Q

Girl Guides study findings: the majority (96%) believed that women should be

A

treated equally in all areas based on competency

32
Q

Despite support for gender equality, some participants held many stereotypes like

A

One quarter (24%) agreed boys are more capable than girls in areas like math, science, playing sports, leadership roles

33
Q

steotypes mostly held by

A

boys

34
Q

30% of girls said they were scared or hesitant to speak out and advocate for

A

the equal rights of girls and women

35
Q

Ambivalent sexism model: assume two types of sexism can coexist within societies that present themselves as tolerant:

A

hostile sexism and benevolent sexism

36
Q

Hostile sexism 2 characteristics

A

Shaming or denouncing women who violate traditional roles

direct/overt

37
Q

Benevolent sexism 2 characteristics

A

valuing stereotypical norms and praising women for conforming to stereotypical roles

expressed in a seemingly positive way

subtle/indirect

38
Q

Study by Hammond & Cimpian (2020), “Wonderful but Weak”: Children’s Ambivalent Attitudes Toward Women” examined:

A

Examined hostile and benevolent sexist attitudes in children

39
Q

Research questions:

A

Do children possess hostile and benevolent sexist attitudes?

If so, how do these attitudes vary by age and gender?

Do children’s sexist attitudes influence:
their beliefs about self;
the type of future partner they desire;
career aspirations?

40
Q

What happened in this study

A

puppet named feppy reads statements and participants what they think about feppy’s attitudes

41
Q

feppy made blank statements

A

sexist

42
Q

Another set of measures: beliefs about the self. 2 traits

A

warmth and competence

43
Q

Future partner preferences measures: 3

A

warmth/kindness
attractiveness/vitality
status/resources

44
Q

Career preferences: asked about what careers they would prefer: men stereotypes vs women sterotypes

A

men: doctor, lawyer, engineer

female: waiter, schoolteacher, nurse

45
Q

Did children possess hostile and benevolent sexist attitudes

A

more likely to experience benevolent sexist attitudes

46
Q

on average children judged hostile attitudes as, and benevolent attidues as

A

Hostile attitudes as “sort of wrong”
Benevolent attitudes as sort of right

47
Q

Hostile sexism across age for both boys and girls

A

Hostile sexism decreased with age for both boys and girls

48
Q

benevolent sexism only decreased with age for

A

girls

49
Q

did children’s sexist attitudes influence their beliefs about self

A

yes

50
Q

girls showed more hostile attitudes toward

A

women

51
Q

boys who showed agreement with benevolent attitudes

A

viewed themselves as being warm

52
Q

no evidence emerged for links between

A

gender attitudes and traditional career or relationship expectations

child and youth (9 decks)

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