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How Children Develop > Chapter 15 > Flashcards

Chapter 15 Flashcards

Gender development (57 cards)

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1
Q

Sex

A

Distinction between genetic females and genetic males as well as other genetic sex compositions (xo,xxy,xyy)

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2
Q

Gender

A

Categorization of people as “a girl” or “a boy” or a different category

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3
Q

Gender expression

A

The manner in which individuals express their gender through appearance and behavior

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4
Q

Gender identity

A

Self-categorization of one’s gender

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5
Q

Cisgender

A

Individuals who identify with their gender assigned at birth

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6
Q

Transgender

A

Individuals who identify with a different gender than assigned at birth

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7
Q

Nonbinary

A

Individuals who do not identify exclusively as one gender; includes gender-fluid, bigender, and agender identities

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8
Q

Gender typing

A

The process of gender socialization

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9
Q

Gender nonconforming

A

Gender expressions that do not conform to societal norms associated with one’s assigned or self-identified gender

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10
Q

Minoritized

A

Members of marginalized and subordinate groups in a society who are subjected to discrimination; includes gender-minoritized and sexual-minoritized groups

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11
Q

Effect size

A

Magnitude of difference between two groups’ averages and the amount of overlap in their distributions

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12
Q

Androgens

A

Class of steroid hormones that normally occur at slightly higher levels in biological males than in biological females and that affect physical development and functioning from the prenatal period onward

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13
Q

Organizing influences

A

Potential result of certain sex-linked hormones affecting brain differentiation and organization during prenatal development or at puberty

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14
Q

Activating influences

A

Potential result of certain fluctuations in sex-linked hormone levels affecting the contemporaneous activation of the nervous system and corresponding behavioral responses

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15
Q

Self-socialization

A

Active process during development whereby children’s cognitions lead them to perceive the world and act in accord with their expectations and beliefs

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16
Q

Gender schemas

A

Organized mental representations about gender, including gender stereotypes

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17
Q

Ingroup/outgroup gender schema

A

Categorizing whether other people or objects are associated with one’s gender ingroup

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18
Q

Own-gender schema

A

The accumulated knowledge and beliefs associated with one’s self-identified gender

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19
Q

Gender schema filter

A

Initial evaluation of information as relevant for one’s own gender

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20
Q

Interest filter

A

Initial evaluation of information as being personally interesting

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21
Q

Tuition

A

Learning through direct teaching

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22
Q

Enactive experience

A

Learning to take into account the reactions one’s past behavior has evoked in others

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23
Q

Observational learning

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A

Learning through watching other people and the consequences others experience as a result of their actions; also emphasized in gender schema theory

24
Q

Self-regulation

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A

Process whereby children monitor their behavior and evaluate how well it matches their personal standards; also known as self-socialization

25
Self-efficacy
Personal agency or confidence in one's ability to perform a particular behavior
26
Ingroup assimilation
Process whereby individuals are socialized to conform to the group's norms, demonstrating the characteristics that define the group
27
Between-group contrast
Tendency to view one's ingroup as distinct and thereby exaggerate perceived differences with other groups
28
Intersectionality
The interconnection of social identities such as gender, race, ethnicity, sexual orientation, and class, especially in relation to overlapping systems of discrimination or disadvantage
29
Psychological salience of gender
Ways in which the prominence of gender is enhanced through perceptually distinctive physical attributes, disproportional representation of one gender in particular activities, use of gender labels, and use of gender categories to organize activities
30
Categorization
Use of gender labels that increases the likelihood of group-attribute associations, essentialism, and ingroup bias
31
Opportunity structure
The economic and social resources available to members in a society based on their gender, race, income, and other factors
32
Intersex conditions
Rare conditions in which an individual of one genetic sex can develop genitalia associated with the other genetic sex, both genetic sexes, or undergo only partial development of genitalia associated with their genetic sex; also known as differences in sex development
33
Congenital adrenal hyperplasia (CAH)
Condition during prenatal development in which the adrenal glands produce high levels op androgens; sometimes associated with masculinization of external genitalia in genetic females and sometimes associated with higher rates of masculine-stereotyped play in genetic females
34
Androgen insensitivity syndrome (AIS)
Condition during prenatal development in which androgen receptors malfunction in genetic males, impeding de formation of male external genitalia; in these cases, children may be born with female external genitalia and they usually identify as girls and prefer female-stereotyped play
35
Perceptual categorization
Perceiving distinctions among objects in the environment that have different physical properties, such as prototypical women's and men's appearances
36
Conceptual categorization
Mental categories or concepts that are defined by particular attributes
37
Gender attitudes
Evaluative views regarding people's adoption of cultural gender norms
38
Gender segregation
Children's tendency to associate with same-gender peers and to avoid other-gender peers
39
Gender constancy
Understanding that a person's gender is stable over time and invariant across situations
40
Puberty
Developmental period marked by the ability to reproduce and other dramatic bodily changes
41
Body image
An individual's perception of, and feelings about, their own body
42
Gender-role flexibility
Recognition of gender roles as social conventions and adoption of more flexible attitudes and interests
43
Gender-role intensification
Heightened concerns with adhering to traditional gender roles that may occur during adolescence
44
Ambivalent sexism
Model of sexism that includes two components, hostile sexism (endorsement of men's dominance with negative views of women seeking equality) and benevolent sexism (the belief that men need to protect women, and that women and men have complementary traits)
45
Felt gender typicality
Sense of similarity and belonging with one's gender ingroup
46
Gender-role contendedeness
Satisfaction with the expected roles and opportunities associated with one's gender ingroup
47
Gender centrality
The personal importance of one's gender identity relative to other social identities
48
Balanced identity model
Understanding of self-socialization based on the premise that individuals seek consistency across their self-concepts, group identity, and group attribute associations (boys like sports)
49
Stereotype emulation hypothesis
Premise that children who strongly identify with their gender ingroup are more motivated to adhere to the stereotypes for their gender ingroup
50
Stereotype construction hypothesis
Premise that children assume other members of their gender ingroup share their own personal-social attributes and interests
51
Identify construction hypothesis
Premise that children are more likely to identify with their gender ingroup when their own personal-social attributes and interests match their stereotyped beliefs about their gender ingroup
52
Situated expectancy-value theory of achievement
Explanation of academic achievement based on the premise that individuals are most motivated in subjects in which they expect to succeed (self-perceived competence) and which they value (intrinsic interest and perceived importance); also emphasizes these motivational beliefs are shaped via children's social contexts
53
Affiliation
Tendency to affirm connection with others through being emotionally open, empathetic, or supportive
54
Assertion
Tendency to take action on behalf of the self through competitive, independent, or aggressive behaviors
55
Collaboration
Coordination of assertion and affiliation in behavior, such as making initiatives for joint activity; in contrast to behaviors that are controlling (high assertion and low affiliation), obliging (high affiliation, lower assertion), and withdrawing (both low)
56
Direct aggression
Overt physical or verbal acts aimed at causing harm directly to someone
57
Indirect aggression
Covert efforts to damage a person's social standing indirectly through negative gossip and social exclusion; also known as social aggression or relational aggression

How Children Develop (15 decks)

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