Exam 2 Flashcards
(114 cards)
1
Q
Kholberg’s Theory of Moral Development
A
pre-conventional, conventional, post-conventional;
Participants: 10, 13, and 16 year-old boys
Theory based on participants’ explanation of their conclusions to dilemma discussion
2
Q
pre-conventional reasoning (kholberg) stage 1 and stage 2
A
rule enforcers (not the rules themselves) influence ones actions
ex) mom will punish me for lying
3
Q
conventional reasoning (kholberg) stage 3 and stage 4
A
“right” is what agrees with the rules established by society, authority, and tradition.
ex) i wont run a red light bc society says its bad
4
Q
postconventional reasoning (kholberg) stage 5 and stage 6
A
“right” comes from a self derived, universal principle
Ex) helping others bc its the right thing to do
5
Q
did anyone reach kholbers postconventional stage 6?
A
no
6
Q
Carol Gilligan’s critique of Kohlberg’s theory
A
Biased towards males
baised towards justice orientation not case orientation
7
Q
justice orientation
A
A type of moral orientation that places a premium on abstract principles of justice, equality, and fairness.
8
Q
Richard Schweders critique of kholberg
A
baised on individualistic thinking
biased in favor of secular (non-religious) thinking
9
Q
(Schweder’s) Worldviews Approach to Moral Development
A
moral reasoning rooted in cultural beliefs
1-ethics of autonomy
2-ethics of community
3-ethics of divinity
10
Q
ethics of autonomy (schweder)
A
defines the individual as the primary moral authority
people can do as they wish as long as their behavior doesnt harm others
11
Q
ethics of community (schweder)
A
defines individual as a member of social groups
morality is based on family, community, and other groups
12
Q
ethics of divinity (divinity)
A
defines individual as a spiritual entity, subject to the rule of divine authority/religious beliefs
moral views based on religious texts
13
Q
worldview
A
set of cultural beliefs that explain what it means to be human, how human relations should be conducted, and how human problems should be addressed
14
Q
“cognitive mode”
A
- Increased use of abstract ideas
- Increased tendency to see laws as social (human) constructions that may be changed if necessary
15
Q
gender
A
social categories of M/F
Ex) girls tend to have lower body image than boys
16
Q
sex
A
the biological status of M/F
Ex) boys tend to reach a growth spurt later than girls
17
Q
traditional characteristics of growing from girl to woman
A
-work alongside mother
-close w mother
-“world contracts for girls” during adolecents
-restrictions for woman
-narrower socialization at adolescents bc their sexuality is likely to be more restricted
18
Q
traditional characteristics of growing from boy to man
A
-more contact w peers than family
-“world expands for boys” during adolescence
-more freedom than girls
-privileges for men
-“manhood” is something that must be achieved
19
Q
achieving manhood
A
Provide: show skills that are economically useful
Protect: show he can contribute to protecting his family, kinship group, tribe, or other group
Procreate: must gain some degree of sexual experience before marriage
20
Q
T/F - in narrow patterns of socialization. it tends to be MOST narrow in gender expectations
A
T
21
Q
T/F · Among adolescents in traditional cultures, boys and girls live very different lives and spend little time together
A
T
22
Q
gender schema theory
A
gender is views as one of the fundamental ways people organize info about the world
23
Q
schema
A
a structure used to organize and interpret info
24
Q
traditional gender schema example
A
Girls playing “dress up;” Boys playing football
25
contemporary gender schema example
Girls playing video games; Boys playing "chef"
26
stereotype
assuming others possess characteristics based on the group theyre involved in
27
T/F - gender (masculine and feminine) stereotypes can be viewed as a type of gender schema
T
28
T/F - african american gender roles directly reflect challenges faced in their history
T
29
why are gender differences exaggerated?
confirmation bias - once ideas are formed about gender differences, we notice them more and dismiss other info
30
gender schema
shape the way we notice, interpret, and remember INFO according to our expectations
31
social roles theory
theory that social roles for males and females enhance or suppress different capabilities, so that males and females tend to develop different skills and attitudes, which leads to gender-specific behaviors
32
what is an example of social roles theory
women being "natural" caregivers vs men
33
actual self
the way we see ourselves as we currently are
-contrasts with possible self
34
possible self
person's conceptions of the self as it potentially may be; may include both an ideal self and a feared self
35
feared self
the self a person imagines it is possible to become but dreads becoming
36
for adolescents, feelings of failure may result from the knowledge/contrast of what two "selfs"
actual self and ideal self
37
complex self
adolescents begin to recognize that their personalities and behavior can be contradictory and can vary in different situations
38
what is an example of complex self
i tend to be shy in front of other students but am outgoing around my friends
39
Harter's 8 Domains of Adolescent Self-Image
1. scholastic competence
2. social acceptance
3. athletic competence
4. physical appearance
5. job competence
6. romantic appeal
7. behavioral conduct
8. close friendship
40
What is the most important factor in adolescents self esteem?
appearance
- mostly females
41
why are girls self esteems typically lower than boys during adolescents
focus on appearance
42
Why are adolescents able to reflect on their self-concept and self-esteem?
spend time alone
43
social loneliness
when people feel they lack enough social contacts and relationships
44
emotional loneliness
when people feel their relationships lack sufficient closeness and intimacy
45
Eriksons theory of psychosocial development
each stage is met with a conflict that has 2 outcomes
46
identity vs identity confusion
developing a sense of oneself or failing to form a stable identity
47
key areas of identity formation
Love, Work, & Ideology (one's values & beliefs)
48
psychosocial moratorium
exploration, no commitment - a period when adult responsibilities are postponed as young people try on various possible selves
49
Identity Status Model
an approach to conceptualizing and researching identity development that classifies people into one of four identity categories: foreclosure, diffusion, moratorium, or achievement
50
Identity diffusion
no exploration, no commitment
51
identity foreclosure
commitment with no exploration
52
identity achievement
exploration and commitment
53
Dan is certain about his future. He will follow in his grandfather's and father's footsteps by majoring in business and have a career running his family's window company. He is not planning to pursue any other interests, because he believes staying focused on business will benefit him most.
identity foreclosure
54
Jack is 28 years old and still hasn't settled down. He tried college a couple of times and quit, because he couldn't decide on a career. He plays in a band on weekends, but doesn't really like performing. He hasn't really tried to figure out what he wants to do for work, and just can't stick with any plan.
identity diffusion
55
Sarah began college as an engineering major, but after volunteering as a camp counselor for two summers, she decided to switch her major to psychology. She is certain she will complete her psychology major, continue to a graduate program in psychology, and have a long career as an adolescent psychologist.
identity achievement
56
For adolescents from minority cultures, self-reflection may bring about a heightened awareness of:
- What it means to be a member of a minority group
- Cultural stereotypes others may hold
- Differences between the majority and minority cultures
57
assimilation
adopting majority culture and leaving ethnic behind
high majority
low ethnic
58
marginality
rejecting ones ethnic culture but also feeling rejected by majority culture
low majority
low ethnic
59
seperation
associating only with members in your ethnic group and rejecting majority culture
low majority
high ethnic
60
bicultural
dual identity based on the combination of ethnic and majority culture
high majority
high ethnic
61
what ethnic identity is most likely after a person experienced discrimination
seperation
62
what two ethic identities have high self esteem
bicultural, assimilation
63
what two ethic groups are more likely to see themselves as bicultural?
asain, latino
64
globalization
the exchange of world views, products, ideas to different cultures around the world.
- increasing connectedness and similarity between cultures
65
what is the a major contributor to more young people adopting a bicultural ethnic identity?
globalization
66
marginalized identity
-adapting to the rapid changes taking place in their own culture is difficult; similarly, the ways of the global culture seem too different
-results in identity confusion
67
self-regulation
capacity to exercising self-control in order to restrain one's impulses and comply with social norms
68
Sources of Meaning
Indicate what is valued, important and to be lived for.
provide consolation, guidance, and hope to those confronting existential (meaning of life) questions
69
Sources of socialization
Peers & Friends, School & Teachers, and Media, & Community
70
Broad Socialization
- focuses on individualism
- encourages individual uniqueness, independence, and self-expression
71
Narrow Socialization
Focus on: Collectivism
Encourages: Obedience & Conformity to culture's norms (& expectations)
72
Custom Complex
A normative practice within a culture and the beliefs, values, sanctions, rules, motives, and satisfactions that provide the basis for that practice
73
Dating practices in western culture
-pushes independent time for adolescents and emerging adults
-young people should independently choose who they want to have intimate relations with.
74
T/F - american minority culture is more collectivistic than the overlying individualistic structure of american culture.
T
75
describe latino culture in multicultural societies
strong sense of duty and obligation to family
76
describe asian american culture in multicultural societies
Key to being adult is: being capable of financially supporting their parents
77
What is the Code of Behavior in religious culture
self-regulation
role preparation
sources of meaning
78
3 things that increase adolescent religiosity
both parents have the same beliefs
parents participation in religion
parents talk about religion
79
2 things that decrease adolescent religiosity
divorce
parents disagree about religion
80
ideal self
person we would like to be
81
What country has the most religious people?
US
82
self regulation
capacity for exercising self-control in order to restrain one’s impulses and comply with social norm
83
Example: Being tempted to steal an unlocked bicycle is....
self regulation
84
T/F: Two drives can co-exist
Example: Being competitive at work & maintaining harmony among family members
T
85
Gender Intensification Hypothesis
Psychological and behavioral difference between males and females become more pronounced at
adolescence because of the intensified socialization pressures to conform to culturally prescribed roles
86
Example of Gender Intensification Hypothesis
Example: Girls, compared to boys, are socialized to take more interest in forming intimate
friendships and focusing on their physical appearance (thus, becoming more self-conscious)
87
Gender Socialization: Family Peers and School
Conformity to gender roles during early adolescence is most likely among adolescents whose parents
influenced them toward gender compliance
The increase in the intensity of gender socialization at adolescence is greater for girls than for boys
88
Example of Gender Socialization: Family, Peers and School
Research shows over a two-year period, girls in grades 6, 7, & 8 changed their self-
descriptions by describing themselves as more feminine.
89
Sharp Decline in Support for Authoritarian Political Systems
Balancing the goal of the law with considerations such as individual rights and long-term vs. short-term costs and benefits
90
Capacity to Develop an Ideology
Developing a set of beliefs that serves as a basis for personal political attitudes
91
Differential Gender Socialization:
Socializing boys and girls according to different expectations
Creates an understanding of ‘appropriate’ behaviors for males
and females
Differential socialization most often results from how parents
and teachers were socialized
Reflects a culture’s beliefs about gender
Parents and teachers may do this without even thinking
consciously about what they are doing
92
Cognitive-Developmental Theory of Gender
Kohlberg’s theory based on Piaget’s ideas about
cognitive development, asserting that gender is a
fundamental way of organizing ideas about the
world and that children develop through a
predictable series of stages in their understanding
of gender
93
Gender Identity
children’s understanding of themselves as being
either male or female, reached at about age 3
94
Self-Socialization
in gender socialization, the way that children seek to
maintain consistency between the gender norms
they have learned and their behavior
95
Marianismo
traditional female role of being submissive and
self-denying
96
Machismo
traditional male role which emphasizes males’
dominance over females
97
Asian American Female Role as submissive and
exotic
Asian American Male Roles as high in intelligence
but poor at sports and less masculine than other men
are examples of
US Media Stereotypes
98
T/F: Even when there is a statistically significant
difference between males and females, for
most characteristics there is nevertheless
more similarity than difference between
genders
T
99
T/F: Once we have formed ideas about how males and females
are different, we tend to notice events and information that
confirm our expectations and disregard or dismiss
anything that does not.
T
100
What does abstract mean?
describing oneself in terms of concepts / ideas
101
T/F: Adolescents use terms that reflect their personality
characteristics
Example: “sensitive” “outgoing” “shy” “anxious”
T
102
T/F: For adolescents feelings of failure may result from
awareness of a difference between the Actual Self
and the Ideal Self
T
103
T/F: Adolescent girls are more likely than boys to emphasize physical
appearance as a basis for self-esteem.
Girls have a more negative body image than boys and are more
critical of their physical appearance.
During adolescence, girls’ normal physical development is at odds
with a cultural ideal of thinness.
Because physical appearance is most important to their global self-
esteem, girls’ self-esteem tends to be lower than boys’ during
adolescence.
T
104
What am I? High identification with the Majority Culture; Low
Identification with the Ethnic Culture
Assimilation
105
My family is from Cuba and moved to the U.S., but
I see myself as completely American... is an example of
assimilation
106
Adolescents who are assimilated have (higher or lower??) self-
esteem
higher
107
What am I? Low Identification with the Majority Culture; Low
Identification with the Ethnic Culture
Marginality
108
My family is from Cuba and moved to the
U.S., but I don’t feel Cuban and I don’t feel American. I
don’t feel like I belong to any group is an example of
Marginality
109
What am I? High Identification with the Majority Culture; High Identification with the
Ethnic Culture
Bicultural
110
“My family is from Cuba and moved to the U.S., and I see myself as
both Cuban and American” is an example of
Bicultural
111
**Adolescents who are bicultural have (Higher or Lower) self-esteem**
Higher
112
Due to ____ more youth around
the world are adopting a bicultural identity
globalization
113
integrating local culture with elements of
the global culture is.... Similar to bicultural identity, but goes further, actually
changing traditional cultural practices and ideas
hybrid identity
114
adapting to the rapid changes
taking place in their own culture is proves difficult;
similarly, the ways of the global culture seem too
different
Results in Identity Confusion
IS
Marginalized Identity
