Week 11 Flashcards
Sex:
biological difference; anatomy, puberty, chromosomes
Gender:
all other characteristics related to maleness and femaleness; social roles, identity expression, non binary (1/300 people over 15 years- may be underestimate)
Gender stereotype:
beliefs about how men and women differ socially, cognitively, behaviorally. Little change in gender stereotypes from 1960-early 2000’s. Often see male truck drivers- a stereotype is not inherently good or bad- it is just the brain’s way of dealing with the world
If gender stereotypes reflect true male/female difference, they should be universal: Williams & Best
-300 personality traits in 30 countries; variability was present across cultures- canada and US: >90% say that males are more aggressive vs in Nigeria less than 65%. When asked if women are emotional US and CAN- 98%-yes, nigeria and pakistan 60-65%-yes.
-Implication: gender stereotypes reflect cultural expectations more than biological differences between sexes.
Student stereotypes- do students evaluate male vs female instructors differently- Mitchell & Martin
-Dr Mitchell (male) and Dr Martin (female) acted as instructors of record for several online political science courses- actual course content delivered was identical for both groups. Only difference was the instructor. Assignments not graded by instructors; Dr Mitchell’s class had slightly lower grades overall. Course evaluation 23Q using 5 point Likert Scale. Ratings higher for male professor in effectiveness and engagement, course expectations’ workload’ experience, and use of technology. Male professor called professor more, female called teacher more. Female prof more comments about personality and entertainment. On rate my professor- female more comments about personality, *appearance, incompetence, teacher- 0% for male *
Gender Stereotypes in infants:
At 12 months infants look equally long at gender stereotypes toys; by 18m look longer at the toy that matches the stereotype of their gender. By 2 look longer at unexpected gender role (male lipstick)
Statistical regularities and perceptual narrowing- inherent gender bias: Mondschein et al
-Mother and 11m old- babies asked to crawl down a slope- mother can increase the slope of slope from 0-90 degrees. Mother asked- what is the steepest slope your baby can crawl down (ability) and what is the steepest slope your baby will attempt to crawl down (attempt). Actual results- do meaningful differences between male and female ability and attempt. Mother expectation- underestimated girls actual ability and overestimated what boys would attempt (accurate prediction of boys ability).
Early gender bias:
-Physical differences exist between men and women- men are physically stronger- mother assumes boy is more physically competent. At 12m there is no difference in muscle and motor development.
Self development and stereotypes
-by 4-6 years- most children have a stable schema of boys and girls. School aged children tend to engage in gender-stereotyped activities and engage socially with children of their own gender. In adolescents- w/ sexual maturation- embrace new thoughts and desires- engage in even more gender stereotyped behaviours- greater struggle for non-binary adolescents.
Cognitive difference between sexes
myth that girls are better at language anf boys better at math. Girls behaviour may be better suited for school environment
-Boys do have better spatial abilities (eg mental rotation); orientation in space without landmarks- evolutionary? Doesn’t really make sense
Self fulfilling prophecy of stereotypes:
-female teacher with high math anxiety had more female students who endorsed stereotype that boys are good at math- those girls also did worse at end of year than girls that dd not endorse the stereotype. At university level girls that endorse stereotype have lower math score than those who don’t. Stereotypical roles and practice- confirm bias- eg only have male math teachers.
Bian et al
Who is really smart
-at ager 5 no bias towards won gender
-Age 6 (start school) boys and girls say that man looks smart
Who looks really nice, remains at age 7
-Age 5 no difference
-ager 6 and 7- both more likely to say female
Children assimilate society expectations about gender roles at an early age.
Cognitive social theory:
Reward and punishment shape children concept about sec and gender role behaviours- how you should act- parents buy certain toys, enroll kids in certain programs, smile and offer encouragement when engaging in expected bahviour, Children learn from society what it means to be a boy or girl- social etiquette and tradition.
Khlberg’s stage theory:
1.Gender identity: by 2 children categorize self as boy or girl; by age 3 can discriminate anatomical difference- what does a women/man look like
2.Gender stability: 4-5 children recognise that gender is a lifetime trait- girls turn into ladies; boys into men
3.Gender constancy: 5- children recognize that sex does not change even when appearance are unexpected
Gender Schema theory:
Prediction: boy sees several girls playing in sandbox, assume that sandbox is for girls. Assumption- a boy must know that he is a boy first before behavior is influenced by gender roles.
Empirical test: children who have established gender identity should know more about gender roles than children w/ou established identity- test category first then gender stereotyped behaviour
