Ch. 12 Flashcards
(46 cards)
gender
characteristics of people as males and females
-complex relationship between:
body: our body, experience of our body, how society genders bodies, and how others interact w/ others based on bodies
-identity: deeply held, internal self as male, female, a blend, or neither; who we know ourselves to be
-internal experience and naming of gender
–emerges before 2 yrs.
-expression: how we present gender in the world, how society perceives, interacts w/, and shapes gender
–roles and norms
cisgender
gender identity constant w/ sex assigned to them at birth
transgender
gender identity doesn’t match sex assigned at birth
non-binary
gender identity that isn’t strictly male or female
agender
doesn’t identify with any gender
gender fluid
dynamic mix of male and female
androgynous
elements of masculinity and femininity
feminine or masculine-of-center
range of terms of gender identity and presentation for people who are present, understand themselves, and/or relate to others in a more feminine/masculine way
-but don’t necessarily identify as women or men
gender roles
expectations that prescribe how fences or males should think, act and feel
gender typing
acquisition of traditional masculine or feminine role
-2-6 yrs.: stereotyped play
-7-10 yrs.: attribute qualities to men and women, associate occupations and subjects w/ gender, play with others of gender
-11-13 yrs.: self-conscious about phys. changes and pressure to conform
–intolerance of cross-gender mannerisms and behaviors
–concerned about dating potential
-14-17 yrs.: mix w/ other genders, become more flexible about stereotypes
–become preoccupied w/ future careers and appearance
–want to learn gender-based expectations for how to behave in romantic situations
2 hormone classes w/ greatest influence on gender
1) estrogens
2) androgens
estrogens
primarily influence development of female phys. sex characteristics and regulate menstural cycle
–mainly produced in ovaries
(i.e., estradiol)
androgens
promote development of male genitals, especially testosterone
-made by adrenal glands in males and females and by testes in males
congenital adrenal hyperplasia (CAH)
adrenal glands enlarge -> high androgen lvls.
-found to prefer toys and activities stereotypically preferred in boys and stronger cross-gender identity
-higher aggression
androgen-insensitive males
-no androgen cells, bodies look female, develop female identity, sexually attracted to males
pelvic field defect
girls generally have vagina but no clitoris and are raised as females
-boys have normal testosterone amounts prenatal but have been castrated after being born and raised as females
evolutionary psychology’s gender view
adaptation during evolution made psych. diff. between males and females
-diff. roles in reproduction -> diff. pressure in primeval enviro.
-multiple sexual liaisons -> improves likelihood that males will pass genes
–natural selection favored males who adopted short-term mating
-males evolved dispositions that favor violence, competition, and risk taking
-females’ contributions to gene pool were enhanced by securing resources for offspring
–promoted by getting long-term mates who support a family
–natural selection favored females who devote effort to parenting and chose mates who provide offspring w/ resources and protection
-females made preferences for successful, ambitious men who provide resources
Alice Eagly’s social role theory
gender differences result from contrasting roles of women and men
-women have less power and status and control fewer resources
–perform more domestic work, spend fewer hours in paid employment, receive lower pay, and are more thinly represented in highest lvls. of organizations
–show more cooperative, less dominant profiles than men
social cognitive theory of gender
gender development occurs through observation, imitation, and rewards and punishments experienced for gender-(in)appropriate behavior
-emphasizes importance of social contexts
–parenting, peer relations, schools, and media
parental influences
rewards and punishments
-socialization strategies (Phillis Bronstein (2006)
–mothers tend to be more involved, socialize daughters to be more obedient, place restrictions on daughters’ autonomy
–fathers tend to be less involved, more attention to and engage in more activities w/ sons,
peer influences
reward and punish gender behavior
-sex-appropriate vs. inappropriate
-more acceptable for girls to act like boys, than boys to act like girls (tomboy v. sissy)
-childhood friendships tend to be gendered, preference of interacting in same-gender dyads is more pronounced for girls than boys
-adolescence friendships are more mixed
school influence
values, gender of teachers, disability diagnoses,
-punishments, “problematic” behavior, self-esteem, grades
indications of classroom bias against boys
compliance, following rules and being neat are valued and reinforced
-usually characterize girls
-majority of elementary school teachers are female
–make it more difficult for boys than girls to identify with teachers and model behavior
-more likely to have learning disability, ADHD, and drop out
-more likely to be criticized
-personnel ignore that boys are having academic problems, esp. in language arts
-stereotype behavior as problematic
indications of classroom bias against girls
-girls are more compliant, boys are more rambunctious
-boys remand more attention, girls are more likely to wait their turn
–diminished assertiveness
-teachers spend more time watching and interacting w/ boys
-girls work and play quietly on their own, boys get more instruction than girls and help and get more time to answer a question and hints and tries
-boys are more likely to get lower grades and be grade repeaters
–girls are less likely to believe they’ll be successful in college work
-girls’ self-esteem is lower, boys describe more career options
