Gender Flashcards
(47 cards)
sex
biological fact
gender
affected by our biology, social environment, upbringing and experiences
androgyny
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
BSRI
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
BSRI
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?
gender schema theory
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.
chromosomes
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).
The role of chromosomes and hormones in sex and gender
chromosomes - hormones produced - Gender identity and development, including gender-appropriate behaviour - Biological sex
sex development
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
Klinefelter’s syndrome
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)
Turners Syndome
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)
testosterone
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).
oestrogen
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
oxytocin
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)
pro-conventional
reward and punishment
sex offenders, theft
conventional
based on others principles
gang members
post-conventional
own ethical principles
terrorists
gender labelling
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.
gender stability
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
gender constancy
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
Schemata
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
in group and out group bias
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
Resilience of Gender Beliefs
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
Peer Relationships
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