Psychology of Gender Exam #2

Question 1

Female Sex Hormone

Answer 1

Estrogen

Question 2

i.e. testosterone; Male Sex Hormone

Answer 2

Androgen

Question 3

• There is some inconsistency between the individual’s chromosomal sex and phonotypical sex.
• Either the person’s physical appearance with respect to sex organs is inconsistent with the chromosomal sex or the person’s physical appearance is ambiguous.

Answer 3

Intersex Conditions

Question 4

• A genetic disorder resulting from a malfunction in the adrenal gland that results in prenatal exposure to high levels of male hormones and lack of cortisol.
• Studies of females with ______show enhanced Spatial Skills and Male Gender-role Behavior.
o These studies are correlational and cannot determine cause-and-effect.

Answer 4

Congenital Adrenal Hyperplasia (CAH)

Question 5

o A more modern version of the psychoanalytical theory
o Theory emphasizes the importance of early relationships in establishing gender identity.
o Believes that family structure and child’s early social experiences determine sexuality.

Answer 5

Object Relations Theory

Question 6

• Sates that we acquire gender-related behavior through modeling and reinforcement.
o We are more likely to imitate same-sex models, especially when they display gender-congruent behavior; models who are reinforced for their behavior; and models we like.

Answer 6

Social Learning Theory

Question 7

• States that the roles that society assigns women and men are responsible for gender roles.
• Biological differences between women and men also contribute to these roles.
o Men’s role to work outside the home fosters agency.
o Women’s role to work inside the home fosters communion.

Answer 7

Social Role Theory

Question 8

Suggests there are a series of stages of development t that eventually lead to the acquisition of gender roles.

Answer 8

Cognitive Development Theory

Question 9

When do children learn Gender Identity?

Answer 9

By age 2 or 3, children learn the labels boy and girl and apply these labels to themselves and to other people

Question 10

When do children learn Gender Constancy?

Answer 10

By age 5, children can categorize themselves as female or male and realize they cannot change their category.

Question 11

• Our concern with behaving in ways consistent with our self concept
• Ex. if you are a very traditional male, it may be important to you not to express emotions in any situation.

Answer 11

Self Verification

Question 12

• Our concern with how our behavior appears to others.

* Ex. The traditional male may realize certain situations call for emotional expression, such as a funeral.

Answer 12

Self Presentation

Question 13

• Is an individual different variable that describes the extent to which on is more concerned with self-presentation or self-verification.

Answer 13

Self Monitoring

Question 14

• The idea that we see what we want to see; it explains how two people can see the same behavior and interpret it differently.
• Ex. Watching a baseball game with a friend who goes for the opposing team and you both interpret the instant replay differently depending on whom you’re rooting for.

Answer 14

Cognitive Confirmation

Question 15

• The process by which a perceiver’s expectation actually alters the targets behaviors.
• The target then confirms the perceiver’s expectancy.
• Ex. a mother believes girls are more capable than boys of taking care of small children; the mother is likely to give her daughter more opportunities to take care of the new baby in the family.

Answer 15

Behavioral Confirmation

Question 16

Uses the gender category to make decisions about to wear, how to behave, what career to peruse, what leisure interests to pursue, and what emotions to present to others.

Answer 16

Gender Schematic

Question 17

Someone who does not consider gender when making these decisions.

Answer 17

Gender Aschematic

Question 18

The association of negative consequences with achievement.

Answer 18

Fear of Success

Question 19

Two requirements for fear of success

;

Answer 19

The individual must also believe achievement is possible.
o Ex the person capable of getting an A and who believes this achievement will lead to rejection from peers is likely to have fear of success.
• The person must associate achievement with negative consequences.
o The person who fears achievement does not seek out failure; instead the person avoids situations that might lead to high achievement and expands less effort so high achievement is not realized.

Question 20

The idea that activating a stereotype may create a concern with confirming the stereotype and thereby interfere with performance. In the area of gender, it has most often been applied to women’s math performance.

Answer 20

Stereotype Threat

Question 21

• Men maintain an independent sense of self that is separate from others.
• Men are more likely to describe themselves in terms of their independence from others (e.g., emphasizing personal attributes and skills)

Answer 21

Independent Self-Construal

Question 22

• Women maintain an interdependent sense of self in which others are integrated into the self.
• Women are more likely to describe themselves in terms of their connections to others (e.g., emphasizing roles and relationship to others)

Answer 22

Interdependent Self-Construal

Question 23

Cause for a behavior that does not change over time.

Answer 23

Stable Attributions

Question 24

Cause for a behavior that may change with time, day, or place.

Answer 24

Unstable Attributions

Question 25

Cause assigned to a behavior that originates within the person

Answer 25

Internal Attributions

Question 26

Cause assigned to a behavior that originates in the environment.

Answer 26

External Attributions

Question 27

 Social validation of someone’s action through facial or emotional cues.
 Ex. if a girl is doing exceptionally well in writing class, the teacher may give her a smile and a little brush of her hand on the girl’s back to reassure her that what she is doing is “confirmed” appropriate.

Answer 27

Affective Confirmation

Question 28

 Involves inspiration, motivation, and being a role model.
 Women have a more transformational style.
 Most effective.

Answer 28

Transformational Leadership Style

Question 29

 More conventional style that involves monitoring subordinate rewarding behavior and intervening.

Answer 29

Transactional Style

Question 30

Women more likely to display ____aspect (reward for achieving goals)

Answer 30

Contingent Reward

Question 31

Men more likely to display the two other of transactional style _______ (intervening to correct problem) and _______(wait for someone to report problem)

Answer 31

Active Management by Exception and Passive Management by Exception

Question 32

Men also more likely to use ___leadership (Profit only for yourself) than women.

Answer 32

Laissez-Faire

Question 33

 Interaction style characterized by providing instruction or assistance that intend to foster connection between those involved in the interaction.
 Girls express agreement with one another take turns speaking, acknowledge one another’s feeling, and teach younger children how to play games

Answer 33

Prosocial Dominance

Question 34

 Interaction style characterized by vernal aggression that intends to demonstrate superiority over other participants in the interaction.
 Boys interrupt each other threaten each other, refuse to comply with one another, try to top one another’s stories, and call each other names

Answer 34

Egoistic Dominance

Question 35

 Behavior during group interaction that could harm a relationship, such as disagreement and provoking conflict.
 Ex. Disagreement and antagonism
 More Male

Answer 35

Negative Social Behavior

Question 36

 Social behaviors engaged in during group interactions that are intended to maintain group harmony.
Ex. Agreeing with others, showing group solidarity, encouraging others to talk, and making positive comments.
More Female

Answer 36

Positive Social Behavior

Question 37

 Aggressive interaction behavior usually expressed by girls that is characterized by social alienation tactics such as excluding someone from and activity or threatening not to be a person’s friend anymore.

Answer 37

Relational Aggression

Question 38

 Emphasizes the characteristics of the person as determinant of friendship.
 What characteristic of a person predict friendship?
 Ex. Research shows women’s relationships are more intimate than those of men because women are more likely than men to self-disclose

Answer 38

Dispositional Levels of Analysis

Question 39

 Emphasizes the different positions or roles men and women hold in society as a determinant of friendship.
 Ex. One position or role in society that men traditionally have held more than women is paid employee role; Research shows that men have more cross-sex friendships than women because men are more likely than women to work outside the home

Answer 39

Structural Levels of Analysis

Question 40

o Discussing problems repeatedly in the context of a relationship.
o Related to higher friendship but also to greater anxiety and depression.
o Female related

Answer 40

co-rumination

Question 41

 Involves an intense desire to in at all costs, without any regard to the effects on the opponent.
 Ex. “I get upset when X wins”; “Winning makes me feel powerful.”

Answer 41

Hypercompetition

Question 42

Competition for self-improvement

Ex. “Competition helps me to be the best I can be”

Answer 42

Personal Development Competition

Question 43

 The friends must decide if the closeness they feel toward one another is friendship or romantic love.

Answer 43

Emotional Bond Closeness

Question 44

 The friends must ask themselves if there is a sexual attraction between them that could lead to a romantic relationship.

Answer 44

Sexual Challenge

Question 45

 The equality central to friendship conflicts with the status hierarchy typically associated with male/female relationships.

Answer 45

Equality Challenge

Question 46

 Concerns that cross-sex friend have about how their relationship is viewed by others.

Answer 46

Audience Challenge

Question 47

 Difficulty experiences when attempting to establish a cross-sex friendship that results from the fact that members of the same sex are generally more accessible.

Answer 47

Opportunity Challenge

Question 48

The tendency to form friendships with persons of the same race or ethnicity

Answer 48

Homophily

Question 49

o The tendency to see members of the outgroup as all alike, more similar than different, as compared to the in-group to which one attributes greater diversity.

Answer 49

Out group Homogeneity Effect