Gender Flashcards

(47 cards)

1
Q

sex

A

biological fact

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2
Q

gender

A

affected by our biology, social environment, upbringing and experiences

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3
Q

androgyny

A

Bem introduced the idea that one person can display behaviours of both genders

She claimed you could not reliably tell someone’s gender by a list of their behaviours alone; most people perform some non-stereotypical behaviours

She said stereotypes in modern society could cause psychological and social harm by artificially restricting behaviour

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4
Q

BSRI

A

ontains 20 masculine, 20 feminine and 20 neutral items
Participants use a 7-point Likert scale to rate their likelihood of performing the behaviours

Scores are given for:
Masculinity - high masculine, low feminine
Femininity - low masculine, high feminine
Androgyny - high ratio of masculine to feminine

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5
Q

BSRI

A

The BSRI was criticised for describing androgyny (high in both M and F traits) but not the opposite (low in both M and F traits) (Spence et al., 1975)
A fourth category was added
Undifferentiated - low masculine, low feminine

This fourth type has been criticised for a lack of construct validity; are there enough items/range in the neutral category to fully describe someone?

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6
Q

gender schema theory

A

Bem (1983) went on to write up her findings and propose Gender Schema Theory

Everyone acts according to their dominant schema for a given situation
Some people have a wider repertoire of schematic references than others (they’re androgynous)
Some have learned very specific schemata (they’re strongly M or F)

The gender schema you form will have effects on your psychological functioning later in life - especially cognitive abilities like memory or attention span.

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7
Q

chromosomes

A

Females have XX and males have XY
The Y chromosome contains the SRY gene, which causes male physical development at the fetal stage
The SRY gene creates “sex-determining region Y protein”; a transcription factor that binds to DNA to control other genes (this is an epigenetic change)

Any behavioural, psychological or social differences between the sexes are due to physiology (anatomical, chromosomal and hormonal differences in the body).

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8
Q

The role of chromosomes and hormones in sex and gender

A

chromosomes - hormones produced - Gender identity and development, including gender-appropriate behaviour - Biological sex

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9
Q

sex development

A

Every fetus appears the same until a few weeks after conception
Sex organ development is complete at around 3 months after conception
Lutropin is then produced in both sexes in the adrenal glands
Testes contain Leydig cells, which respond to lutropin by producing testosterone
Testosterone drives further male development

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10
Q

Klinefelter’s syndrome

A

1 in 10,000 males
This is an XXY configuration
Child born with penis and develops male traits
They are usually infertile, lack muscular definition and have feminized masculine characteristics (eg. slim jaw, less facial hair, sometimes even breast tissue)

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11
Q

Turners Syndome

A

1 in 2,000 females
This is due to “XO” rather than XX or XY - one sex chromosome is damaged or missing
Born with both vagina and womb but underdeveloped ovaries
No monthly period, physically short/stout build
Can have webbed neck, narrow hips, irregular internal organs, nevi (chronic skin lesions)

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12
Q

testosterone

A

Produced before birth

A fetus can be insensitive to testosterone (born as intersex)
No formation of male genitalia
Often born/raised as girls because no penis/testicles are visible

Some are identified as XY and raised as boys

Brain development is affected by testosterone (eg. when mothers’ levels are elevated from certain medicines). Studies show XX females are “tomboyish” and prefer masculine activities in this case (Berenbaum & Bailey, 2003).

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13
Q

oestrogen

A

Present in all cases for the fetus - default gender is female
Oestrogen level is associated with smaller brain size (Shi et al., 2015)
Promotes secondary female sex characteristics in puberty
Controls menstrual cycle through increasing blood flow to uterus
Elevated during pregnancy

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14
Q

oxytocin

A

Produced in pituitary in response to skin-to-skin contact (eg. breastfeeding)

Promotes bonding behaviours
Causes milk production
Enables post-orgasm bliss/contentment
Helps in wound-healing

Oxytocin dampens fight-or-flight response in women (not in men, due to testosterone) and is related to “tend and befriend” (Taylor et al., 2000)

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15
Q

pro-conventional

A

reward and punishment
sex offenders, theft

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16
Q

conventional

A

based on others principles
gang members

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17
Q

post-conventional

A

own ethical principles
terrorists

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18
Q

gender labelling

A

2 - 3 years old

children label themselves as “boy” or “girl” and others as “man” or “woman”. Labelling of others happens first.
Label based on appearances only (eg. hair length)

Piaget called this pre-operational thinking.
It lacks internal logic (abstract thinking)
It’s not consistent because it’s based on external factors that can change

By the end of this stage, children have schemata for simple masculine and feminine characteristics.

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19
Q

gender stability

A

4 - 7 years old

Children realise gender is stable over time
No realisation that gender is stable across situations
Eg. If a man wears a dress, he can become a woman

Before around age 7, Piaget noticed that children have no concept of conservation
Conservation is the idea that individuals retain the same internal properties no matter what behaviour or appearance they show externally
Eg. children <7 shown a doll with a dress and a penis identify it as female (McConaghy, 1979)

At the end of this stage, children start to realise that gender and appearance are separate, so anyone can perform any behaviour even when it isn’t stereotypical

20
Q

gender constancy

A

7 years plus (into adulthood)

Children start to develop gender constancy - the belief that gender is entirely independent of time, place or appearance
Children begin to show preferences for gender-appropriate behaviour

Gender-appropriate behaviour preference is the result of understanding gender can’t change (if it can change, there’s no harm in performing the actions of either gender as it might one day be yours)

Gender is fixed in the child’s mind
Children will reject gender-inappropriate behaviour after this stage

21
Q

Schemata

A

Children’s schemata are formed using information from TV/parents/school/etc.

They contain information coloured by cultural norms

Gender schemata are therefore very simplistic and “black and white” at first - they’re full of stereotypical information

22
Q

in group and out group bias

A

As children develop, they form schemata about other people as well as building their own gender schema.

Links are made between parts of your self-schema and groups you identify with (eg. gender groups, family, friends, hobbies)

Cognitive processing develops an in-group/out-group bias - this is natural and has evolutionary benefits
Maximisation of in-group positive qualities
Maximisation of out-group negative qualities
This builds self-esteem and reinforces stereotypes

23
Q

Resilience of Gender Beliefs

A

GST explains how gender beliefs become so fixed and powerful

Information that isn’t schema-consistent is ignored or disregarded

This is because attention and working memory rely on top-down influence from stored schematic information
We don’t ignore out-group information on purpose; it’s never perceived

24
Q

Peer Relationships

A

In-group/out-group bias directs children towards same-sex peers and away from opposite-sex peers

This happened in the Gender Constancy stage of Kohlberg’s (1966) theory, but he didn’t describe why

As children get older, they learn that everyone has the same biases (theory of mind). This means they will fear rejection or hostility from peers if they form relationships with out-group members (Martin, 1991).

This explains WHY and not just HOW constancy happens

25
Psychodynamic Theory and Gender
Freudian theories use the concepts of internalisation and identification (from SLT) Internalisation - Accepting others’ beliefs because they resonate with yours Identification - Complying to gain access to a group, then accepting it over time These two processes can be used to explain things like in-group/out-group preferences in GST, rejection of gender-inappropriate behaviour in Kohlberg’s theory, and the persistence of sex-role stereotypes.
26
Formation of the Superego
The ID aims for pleasure/satisfaction regardless of others’ interests The Superego aims for morality/acceptance regardless of its own interests The Ego looks to keep these in check Defense mechanisms are used to prevent either becoming pathological
27
The Oedipus Complex
Boy becomes aware of sexuality and desires mother’s full attention - sees father as a threat/competition Boy wishes father was dead; fears his revenge if he finds out - this is castration anxiety. The boy represses the anxiety. Father’s behaviours are imitated to impress the mother, leading to identification with male gender behaviours. Conflict is resolved when the boy no longer feels competition against the father. Superego develops
28
The Electra Complex
Proposed by Jung (1913) to address the criticisms that Freud’s theories were gender biased (beta bias). Freud then added the following, which he called the “feminine oedipus attitude”. This implied that girls are failed/lesser boys, and ignored any differences other than how they compensate for this: Girls are initially attracted to their mother but are confused when they discover she has no penis. Girl resents mother (penis envy), assuming she doesn’t have one because the mother felt inadequate and castrated her. Girl begins to feel sexual attraction to the father instead. Girl fails to identify with father as she observes gender differences. Penis envy is replaced by the desire for a baby, and she then identifies with the mother’s role.
29
Indirect Reinforcement
For gender, Bandura (1991) combined vicarious reinforcement and observation to create an overall term; indirect reinforcement Parent models, media/culture/peer reinforcement Bandura (1991) said identification was important here
30
Mediational Processes
Observation Identification Modelling Vicarious reinforcement
31
Gender Maintenance by Direct Reinforcement
Bandura’s new Social Cognitive Model still had behaviourist aspects He said that whatever we expected, the future of behaviours depended on physical consequences - direct positive and negative reinforcement, or punishment.
32
Direct Tuition and Self-Direction
Cognitive processes like rehearsal allow children to learn through direct tuition Eg. through TV programmes, parental instructions, etc. When children have internalised behaviours (formed in-group identities/achieved gender stability), they also start to self-direct Cognitive processes allow them to feel good or bad when they reflect on their own actions - producing their own reinforcement/punishment He called this reciprocal determinism This means behaviour is determined by a feedback loop Behaviour - Reflection - Consequence - Adjustment - Behaviour - etc.
33
culture
Most cultures hold different views and have different expectations of men and women Women are often seen to be more conformist and less independent than men Research shows this is false; the largest factors in conformity were activity level and physical environment, according to a large meta-analysis (Berry et al., 2002) Women are also usually less socially powerful/well-paid, but this is decreasing in the UK (Alleye, 2011)
34
Sex & Temperament in Three Primitive Societies - Mead (1935)
Arapesh male & female both Gentle, cooperative, kind Mundugumor male & female both Aggressive, machiavellian, narcissistic Tchambuli men: Emotionally fragile, sensitive, anxious female: Assertive, hostile, domineering
35
Media & Gender - Role Models
Media: Methods of transmitting or storing knowledge (eg., book, TV, adverts, video) Bandura & Bussey (1999) conducted content analysis of a large range of film and print media to investigate gender roles Codes for men: confident, independent, assertive, interesting, complex, strong Codes for women: dependent, anxious/hysterical, unambitious, emotional, two-dimensional
36
Media & Gender - Role Models
On TV, most women are physically flawless and emotionally passive; while men are clumsy but more accomplished (Conley et al., 2011) A famous longitudinal study showed how powerful embedded media stereotypes are on children’s beliefs. Kids aged 6-12 watching >25 hours/week expressed significantly more stereotypes than those watching <10 hours/week (McGhee et al., 1980)
37
Vicarious Reinforcement
All media help reinforce gender stereotypes through vicarious reinforcement Women are seen to succeed when they’re feminine Men are seen to succeed when they’re masculine Sex-relevant characteristics are usually exaggerated in protagonists and under-represented in antagonists. This affects self-efficacy
38
Counter-Stereotypes
Pingree (1978) was the first to suggest using media to change people’s perceptions of gender Men and women should be deliberately cast in unusual, non-stereotypical roles His study compared children watching stereotypical or counter-stereotypical adverts There was a significant difference between the two groups in their answers on a questionnaire about gender-appropriate behaviours This started a large gender-equality movement in media (ecological validity)
39
gender dysphoria
Chronic distress due to perception of sex & gender mismatch. This excludes intersex conditions, which are biologically verifiable. This condition has recently been the subject of considerable social pressure Gender Identity Disorder (GID) first appears in DSM-III (1980) Culture bias is identified - Eg. Samoan culture has three genders (extra feminine male category) and none are at increased risk of any psychological disorder Social construction of gender in Western countries changes over time The DSM-V (2013) replaces GID with the term Gender Dysphoria (spectrum)
40
Biological Explanations - Genes
A possible transgender gene has been identified Hare et al. (2009) studied 112 M -> F transexuals’ DNA Androgen receptor gene was significantly longer in transexuals This difference reduces the ability of testosterone to cause changes in development The brain of the transexuals may be much less masculine than average, if the threshold level for masculine development is never reached
41
Atypical gender Brain Structure and Gender
There are many sex and gender differences in brain structure and functioning It’s possible that transexuals’ brains do not match their genetic sex The BSTc (bed nucleus of stria terminalis) is twice the size in straight men than women It integrates information from across the limbic system The information is used to monitor stress-readiness levels (allostatic valence) BSTc size correlates with preferred sex, not biological sex M -> F transexuals’ BSTc is similar a size to the female average (Zhou et al., 1995) F -> M transexuals’ BSTc is usually within the typical male range (Kruijver et al., 2000)
42
Atypical gender Diathesis-Stress and Gender
There are very few stable behavioural differences between men and women Brains are not 100% masculine or 100% feminine Male brains are larger than female brains Females have a proportionally thicker cortex and more grey matter/less white matter when compared with men Men have larger ventricles (glymphatic structures)
43
Diathesis-Stress and Gender
Typical female neurons have more dendritic spines than male neurons (important for firing/processing speed/plasticity) After 15 mins of stress, researchers found a reversal in this pattern in the rat hippocampus Therefore, physical structure of brain cells can’t determine sex - you need to know whether there was high or low stress. This is an interactionist/diathesis-stress/nature and nurture issue.
44
Atypical gender Bio Explanations - Phantom Limb and Cross-Wiring
Ramachandran & McGeoch (2007) suggest sex organs have specific brain locations that are hard-wired If this wiring is disrupted or develops in an atypical way (eg. because of low fetal testosterone activity), genitals can be represented in the opposite way to the person’s sex This can lead to experiencing a phantom penis - a symptom claimed by ⅔ of F -> M transexuals This includes phantom erections, and leads to loss of feeling in female genitals
45
Atypical gender Bio Effects from Environment - Pesticides
DDT is an insecticide banned in UK and USA from 1972, but still used in developing countries (India produces/uses the most currently) DDT causes sodium channels to open, resulting in nerve spasms and death in insects It’s not deadly to most animals, but it does contain oestrogen that can reach the bloodstream in exposed humans Boys born to DDT-exposed mothers showed feminine characteristics, indicating they’d had an increased exposure to oestrogen in the womb (Vreugdenhil et al., 2002).
46
Social Explanations of GID
Mother-Son relationships (Stoller, 1975) Boys that developed dysphoria had very close and enmeshed relationships with their mothers Boundaries were very blurred These boys may have over-identified with their mother Identification with the wrong model may lead to confused identity Father-Daughter relationships (Zucker, 2004) Dysphoric girls were usually rejected by their fathers as young children This results in over-identification with the father Increased imitation of male behaviours leads to confused identity
47