Week 11 Flashcards
Def: Sex
Biological difference
-XX vs XY
Def: Gender
All other characteristics related to maleness and femaleness
- Social roles
- Identity expressions
Def: Gender stereotype
beliefs about how men and women differ socially, cognitively and behaviourally
Are stereotypes universal
There is variability across cultures
ARE MEN AGGRESSIVE
- CAN: > 90% yes
- Nigeria: < 65 % yes
ARE WOMEN EMOTIONAL
- CAN: 98%
- Nigeria 60-65%
GENDER STEREOTYPES REFLECT CULTURAL EXPECTATIONS MORE THAN BIOLOGICAL DIFFERECES BETWEEN SEXES
Explain the student stereotype experiment
- Identical online course delivery with one taught by male and the other by female
- Measured variation in course evaluations
- Ratings were higher for male professors in instructor, course and use of technology
FINDINGS
- Rated female personality higher
- Female entertainment higher
- Refered to male as prof and female as teacher
- Female appearance rated higher on rate my prof
Stereotype development
- 12 month olds look equally long at gender-stereotyped toys
- 18 month olds look longer at stereotypical toys for their gender
- by age 2 they look longer at unexpected gender roles
Inherent gender bias of mothers on babies crawling behaviour
METHODS
- Researched mothers and 11- month olds
- mom can increase slant of slope from 0 to 90 degrees
- asked steepest slope baby can crawl down and steepest they will attempt to crawl down
FINDINGS
- No gender difference in crawling ability or attempt
- On average, Mothers underestimate females ability and attempt and overestimate male attempts
- There were over and underestimations on attempts for both genders
self development and gender biases
- By age 4-6 years most children have a stable schema of boys and girls
- School-age children tend to engage in gender-stereotyped activities and engage socially with children from their own gender
- With sexual maturity gender intensification occurs
Cognitive gender differences
- Girls’ behaviour may be better-suited for school
- Boys have better spatial abilities; orientation in space without landmarks
- MYTH: girls are better at language, boys better at math
” Which person do you think is really really smart?” experiment
and
“Which person do you think is really really nice?”
SMART
- At age 5, slight preference for own difference
- By age 7, boys maintain gender bias and girls start to choose men
NICE
- At age 5 no difference
- By age 7, bias towards females
CONCLUSION
-children assimilate society’s expectations about gender roles at an early age
Social Cognitive Theory
- Rewards & Punishment shape children’s concepts of gender and sex-role behaviours
- Children learn form society what it means to be a boy or a girl
Kohlberg’s Stage Theory
- Gender identity: by age 2 children categorize themselves as a boy or girl; by age 3 can discriminate anatomical differences
- Gender stability: age 4-5, children recognize that gender is a lifetime trait
- Gender constancy: age 5-7 children recognize that sex does not change even when appearances are unexpected
Gender Schema Theory
Development of identity not inherently different for gender than for any other in-group vs out-group distinction
- Children try to understand the world through categorization
Biological perspective
- Evolutionary pressures may have selected different traits for males vs. females
- MZ twins demonstrate higher correlation for preference for sex-typical toys relative to DZ twins
Congenital Adrenal Hyperplasia
- Genetic disorder
- Adrenal glands secrete large amount of androgen
- Girls with CAH prefer masculine activities relative to girls without CAH
Transgender Youth
- Most realize that they do not identify with their biological sex around puberty
- Attraction to same-sex individuals aids in realization of sexual orientation and gender identity
Non-binary
Individuals who identify with neither traditional definitions of male/female
Genderqueer
Playing with the idea of gender in a political sense to highlight gender stereotypes; or an oscillation of genders
Cisgender
Denoting or relating to a person whose gender identity corresponds to his/her biological sex
Gender non-conforming
UMBRELLA TERM
a gender expression that does not conform to traditional views
Dimensions of parenting styles
Demandingness: Parental concerns for child to be responsible and adhere to expectations
Responsiveness: Degree of support, warmth, affection
Combinations of parenting styles
Responsive and demanding: Authoritative
Responsive and not demanding: Permissive- indulgent
Demanding and rejection: Authoritarian
Not demanding and rejection: Rejecting- neglecting
Dimensions of attachment styles
Internal working model of self: tied to separation distress (Anxiety)
Internal working model of others: tied to safe haven (Avoidance)
Attachment styles
Secure attachment: Low avoidance and low anxiety
Resistant attachment: High anxiety and low avoidance
Avoidant Attachment: Low anxiety and high avoidance
Disorganized Attachment: High anxiety and High avoidance
Def: mediator
another way that an independent variable affects the dependent variable
Parent Child rearing and attachment on anxiety hypotheses
- Parental child-rearing styles contribute to a significant and unique proportion of anxiety symptoms
- attachment styles contribute to a significant and unique proportion of anxiety symptoms
- Attachment style mediates the association between parental rearing styles and anxiety
Parental child rearing and attachment on anxiety methods
- 1002 Children 9-12 completed self-report questionnaires measuring: parenting behaviours, attachment and anxietyon a 3 point scale
what parenting behaviours were measured in the parental child rearing and attachment on anxiety
- Communication/ warmth
- Permissiveness
- Overprotection
- Overcontrol
- Aversiveness
- Neglect
What attachment styles were measured in the parental child rearing and attachment on anxiety experiment
- Secure
- Fearful/preoccupied
- Avoidant
Parental child rearing and attachment on anxiety Results
- Two dimensions of control (overcontrol and aversiveness), and one dimension of rejection (neglect) were significantly associated
- Fearful/preoccupied attachment styles were significantly associated
- Fearful/preoccupied attachment mediates the relationship between overcontrol, aversiveness and neglect with anxiety symptoms
Mechanisms for anxiety symptoms
Parental Control and parental rejection
Symptoms of parental control
High control prevents proper coping mechanisms and responses to the insecure attachment
Symptoms: Avoidance of novel situations
a. interference with autonomy development
b. Cognitive distortions with self-efficacy
NOTE: strongest supported factor for anxiety disorder development
Parental rejection
High rejection can lead to negative model of self and may lead to either positive or negative model of others
Symptoms: Hostile perception of world
- Due to reinforcement of avoidant behaviours
