Gender Flashcards

(43 cards)

1
Q

What is the definition of sex?

  • what’s its shortened answer?
  • what’s it determined by?
  • what do these influence?
    (give 2 examples)
A

The biological differences between males and females including chromosomes, hormones and anatomy

  • A person’s biological status as either male or female
  • Determined by one pair of sex chromosomes
  • Influence hormonal & anatomy differences
    (e.g. reproductive organs, hair growth)
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2
Q

What’s the chromosome pair for males?

A

XY

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3
Q

What’s the chromosome pair for females?

A

XX

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4
Q

What is meant by gender?

  • what’s its shortened answer?
  • what does this involve?
  • what 2 things are these heavily influenced by?
A

The psychological, social and cultural differences between boys/men and girls/women including attitudes, behaviours and social roles

  • A person’s psychological status as either masculine or feminine
  • Involves all the attitudes, roles and behaviours that we associate with ‘being a man’ or ‘being a woman’
  • Heavily influenced by social norms & cultural expectations
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5
Q

What is sex and what is it a result of?

What is gender at least partly determined by and what is it therefore due to?

A
  • Sex is innate and the result of nature
  • Gender is at least partly environmentally determined and therefore due to nature
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6
Q

What do most psychologists now recognise ‘sex’ and ‘gender’ as?

A

Distinct separate concepts

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7
Q

What argument is there about sex?

A

An individual’s sex is innate and not ‘assigned’ at birth, it cannot be changed

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8
Q

What argument is there about gender?

A
  • gender is ‘assigned’ because it is a social construct rather than a biological fact
  • so because it is at least partly determined by nurture, it is not ‘fixed’
  • but rather is fluid and open to change
  • so a person may become ‘more masculine’ or ‘more feminine’ depending on the social context they are in and the norms and expectations associated with it
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9
Q

Gender dysphoria:
- for most people, what do their biological ‘sex’ and gender identity do?
- what is meant by gender dysphoria?
- what may some who experience this choose to do? in order to what?

A
  • Correspond
  • When a person’s biologically prescribed sex does not reflect the way they feel inside & the gender they identify themselves as being
  • May choose to have gender reassignment surgery in order to bring their sexual identity in line with their gender identity
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10
Q

What is meant by sex-role stereotype?
- what are they communicated or transmitted throughout?
- who may reinforce them?
- what do they lead to?

A

A set of beliefs and preconceived ideas about what is expected or appropriate for men and women in a given society or social group
- Throughout society
- Parents, peers, the media & other institutions like schools
- Lead to sexist assumptions being formed

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11
Q

What is meant by androgyny?

A

Displaying a balance of masculine and feminine characteristics in one’s personality

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12
Q

What does it mean to be ‘androgynous’ within our society?
- what industries is this ‘look’ often seen in?

A

To have the appearance of someone who cannot clearly be identified as a man or a woman

  • fashion and music industries
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13
Q

Who developed a way to measure androgyny?
- what is it called?

A

Bem

  • The Bem Sex Role Inventory
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14
Q

What did Bem suggest and why?
(give an example)

A

That high androgyny is associated with psychological well-being

  • It’s better to be androgynous in today’s society as men and women need to be adaptable to a range of situations
    (e.g. willing to share all types of jobs)
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15
Q

What did Bem say about non-androgynous people?

A

They would find it difficult to adapt because they have a narrower range of traits to draw on

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16
Q

What does NOT qualify as androgynous?
- why?
- give an example

A

An over-representation of opposite-gender characteristics

  • as they do not exhibit a balance of masculine and feminine traits

e.g. a women who is very masculine or a man who is very feminine

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17
Q

The Bem Sex Role Inventory:
- what does the scale present?
- what do respondents rate themselves on?
- what are the scores then classified on?
- what are these?

A
  • 20 ‘masculine’ traits
  • 20 ‘feminine’ traits
  • 20 ‘neutral’ traits
  • a seven-point rating scale for each 60 traits
    1= ‘never true of me’
    7= ‘always true of me’
  • classified on the basis of two dimensions: masculinity-femininity & androgynous-undifferentiated
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18
Q

EVALUATION: BSRI - Strength + CA (PCAEL)
P: Quantitative approach

A

P: Androgyny is measured quantitatively

CA: However researchers have criticised this approach to measuring gender identity seeing qualitative methods as a better way of analysing gender

E: Bem’s numerical approach is useful for research purposes when necessary
e.g. to quantify a dependant variable

L: Suggests that both quantitative and qualitative approaches may be useful for studying gender identity

19
Q

What does Spence argue about gender?
(criticism of the BSRI)

A

There is more to gender than a set of behaviours typical of one gender or the other

20
Q

EVALUATION: BSRI - Limitation (PEEL)
P: Self-awareness

A

P: People may not have insight into their degree of masculinity, femininity or androgyny

E: Asking people to rate themselves on a questionnaire relies on people having a understanding of their personality & behaviour that they may not have

E:
- Questionnaires’ scoring system is subjective
- people’s application of the seven-point scale may differ

L: Suggests the BSRI may not be an objective, scientific way of assessing masculinity, femininity or androgyny

21
Q

EVALUATION: BSRI - Strength + CA (PEEL)
P: Valid & Reliable

A

P: At time it was developed, it appeared to be a valid & reliable way of measuring androgyny

E:
- scale developed by asking 50 male & 50 female judges to rate 200 traits in terms of how much they represented ‘maleness’ and ‘femaleness’
- traits scored highest in each category became the 20 masculine & 20 feminine traits on the scale
- BSRI piloted with over 1000 students
- results broadly corresponded with participants own description of their gender identity (demonstrating validity)

L: Gives us reason to believe the test was both valid and reliable

CA:

P: BSRI developed over 40yrs ago

E:
- behaviours regarded as ‘typical’ and ‘acceptable’ in relation to gender have changed
- Bem’s scale is made up of stereotypical ideas of masculinity & femininity that may be outdated
- scale was also devised using people all from the United States

E:
- Notions of maleness and femaleness in this country may not be shared across al cultures and societies

L: suggests that BSRI may lack temporal validity & generalisability, and may not be a suitable measure of gender identity today

22
Q

The role of chromosomes:
- what are they made from?
- what are genes? and what do they determine?
- how many chromosomes are there in the human body & how many pairs?
- what do the last pair do?
- what chromosome does an egg cell carry?
- what chromosome does sperm carry?
- what is the baby’s sex determined by?
- what does the Y chromosome carry?
- what does this gene cause and produce?

A
  • made from DNA
  • short sections of DNA that determine the characteristics of a living thing
  • 46 chromosomes & 23 pairs
  • 23rd pair determine biological sex
    Egg cell= X chromosome
    Sperm cell= X or Y chromosome
  • determined by the sperm that fertilises the egg cell (e.g. female if X and male if Y)
  • Y chromosome carries a gene called ‘SRY’
  • causes testes to develop in an XY embryo & produce androgens: male sex hormones
23
Q

What is the chromosome pattern for females?

24
Q

What is the chromosome pattern for males?

25
The role of hormones: - what does gender development come about through? - what do the hormones in the womb act upon and cause? - what happens at puberty? (give an example) - what do males and female produce many of the same of? but what's the catch? - what's the primary importance in male development? (give an example)
- the influence of hormones - act upon brain development and cause development of reproductive organs - a burst of hormonal activity triggers development of secondary sexual characteristics (e.g. pubic hair) - hormones but in different concentrations - the development of a number of hormones called androgens (e.g. testosterone)
26
What are the 3 main hormones?
1. Testosterone 2. Oestrogen 3. Oxytocin
27
Testosterone: - what type of hormone is it? - Is it present in women? - what does it control? - what happens if a genetic male produces no testosterone during this development? - what happens if a genetic female produces high levels of testosterone during this development? - what are high levels of testosterone linked to according to the evolutionary explanation? and what does it allow?
- A male hormone - yes, in small quantities - controls development of male sex organs during foetal development - no male sex organs appear - male sex organs may appear - aggression because it is adaptive and allows males to compete for the opportunity to mate with a fertile female
28
Oestrogen: - what type hormone is it? - what does it determine? - what does it cause women to experience during menstruation alongside the physical changes? - what 2 things is this referred to as? - what do some researchers dispute the existence of this as?
- A female hormone - determines female sexual characteristics and menstruation - causes women to experience heightened emotionality and irritability during their menstrual cycle - referred to as PMT or PMS when these effects become a diagnosable disorder - some researchers dispute the existence of PMS as a viable medical category
29
Oxytocin: - who typically produce this hormone and in what amount compared to the other gender? - what is this a result of? - what does this hormone stimulate and make possible? - what hormone does it reduce? - what does this hormone facilitate? - due to this what is it referred to as? - what quantities is this hormone released in during labour and after childbirth? - what does it make mothers feel? - the fact that men produce less of this hormone has fueled what stereotype in the past? - however, what does evidence suggest now?
- women in much larger amounts than men - a result of giving birth - stimulates lactation making it possible for mothers to breastfeed their children - the stress hormone cortisol - facilitates bonding - referred to as the 'love hormone' - massive quantities - makes mothers feel 'in love' with their baby - the stereotype that men are less interested in intimacy and closeness within a relationship - suggests that both sexes produce oxytocin in roughly equal amounts during sexual activities like kissing & sexual intercourse
30
EVALUATION (strength) - Evidence for testosterone: How does Wang et al's research show evidence for the role of sex hormones in gender development even in mature males - what did the study confirm? - what is the condition identified called and what is it caused by? - what is the PROCEDURE of this study? - what are the RESULTS of this study? - what does this study show?
Their is a link between increased testosterone & sexual behaviour - Male hypogonadism= condition caused by man's testes failing to produce normal levels of male sex hormone, testosterone PROCEDURE: - Wang et al gave 227 hypogonadal men testosterone therapy for 180 days - changes in body shape, muscle strength, sexual function and libido (sex drive) all monitored across the period RESULTS: - Testosterone replacement improved sexual function, libido and mood, and significant increases in muscle strength were observed within the sample - study shows that testosterone exerts a powerful and direct influence on male sexual arousal, as well as physical development, in adulthood
31
EVALUATION (limitation/CA) - Other evidence on effect of testosterone less convincing: - what type of study was this? - who conducted this study? - what is the PROCEDURE of this study? - what are the RESULTS of this study? - what does this study suggest? - however, what does this not challenge?
- Double-blind, placebo study - O'Connor et al PROCEDURE: - Increased testosterone levels in healthy young men RESULTS: - no significant increases in the interactional (e.g. frequency of secual intercourse) or non-interactional (e.g. sex-drive) components of sexual behaviour in participants - men involved in study experience no change in their aggression or anger levels during investigation either - suggests that additional testosterone may have no effect on sexual or aggressive behaviour - however, does not challenge role of testosterone in early development
32
EVALUATION: (limitation of biological accounts) - Social factors ignored (PEEL)
P: They ignore role of social factors in gender-related behaviour E: Hofstede claimed gender roles around world= much more a consequence of social norms than biology E: - researchers believe that masculinity and femininity= whether whole cultures are individualistic or collectivist - Countries that place individual competition & independence above needs of community= more masculine in their outlook (according to Hofstede) (e.g. would include advanced capitalist societies such as US and UK) - meaning traditional masculine traits will be more highly valued within these countries L: - challenges biological explanations of gender behaviour - suggests social factors may be more important in shaping gender behaviour and attitudes
33
EVALUATION: (limitation of biological explanations) - Reductionist (PEEL)
P: Biological explanations of gender are reductionist E: - accounts that reduce gender to level of chromosomes and hormones been accused of ignoring alternative explanations - cognitive approach would draw attention to influence of thought processes (e.g. shema) E: - even though changes in thought processes may come about through maturation of the developing brain, they are not adequately explained by the biological model - In addition, the psychodynamic approach would acknowledge maturation as a factor but point to the importance of childhood experiences such as interaction within the family L: suggests that gender is more complex than its biological influences alone
34
Klinefelter's syndrome: - what is it an example of? - who and how many people does it affect? - who are the people that have this condition? - who do they have the appearance of? - what do they have an addition of? - so what is their sex chromosome structure? - how does diagnosis often come about?
- An atypical sex chromosome pattern - affects about 1 in 600 males - biological males - with the anatomical appearance of a male - have an additional X chromosome - XXY - diagnosis often comes about accidentally via a medical examination for some unrelated condition
35
Physical characteristics of Klinefelter's syndrome:
- reduced body hair when compared to an XY male - may be some breast development at puberty - 'softening' or 'rounding' of body contours - individuals with the syndrome tend to have long gangly limbs - underdeveloped genitals - may have problems with coordination & general clumsiness - susceptible to health problems that are usually more commonly found in females (e.g. breast cancer)
36
Psychological characteristics of Klinefelter's syndrome:
- Klinefelter's syndrome linked to poorly developed language skills & reading ability - Individuals tend to be passive , shy and lack interest in sexual activity - Many tend to not respond well to stressful situations - Often may exhibit problems with 'executive functions' such as memory & problem-solving
37
Turner's syndrome: - who and how many people does this affect? - what is it caused by? - what does this mean for the number of chromosomes the affected individual will have?
- approx 1 in 5000 biological females - caused by an absence of one of the two allocated X chromosomes (referred to as XO) - affected individual will have 45 chromosomes rather than the usual 46
38
Physical characteristics of Turner's syndrome:
- Individuals do not have a menstrual cycle as their ovaries do not develop meaning they are infertile - do not develop breasts and instead have a broad 'shield' chest - Turner's syndrome is associated with low set ears and a 'webbed' neck - high waist-to-hip ratio (hips not bigger than waist) - Adults with Turner's syndrome are physically immature as they tend to retain appearance of prepubescent girls
39
Psychological characteristics of Turner's syndrome:
- higher than average reading ability - performance on spatial, visual memory and mathematical tasks often lower than average - socially immature - trouble relating to their peers - experience difficulty 'fitting in'
40
EVALUATION: Nature-Nurture debate - Strength of research into atypical sex chromosome syndromes (PEEL) P - what debate does it contribute to and why is this helpful?
P: It contributes to the Nature-Nurture debate E: - comparing people with these syndromes with chromosome-typical individuals= possible to see psychological & behavioural differences between the two groups (e.g. people with Turner's syndrome tend to have higher verbal ability than 'typical girls') E: - logically inferred that these differences have biological basis= so are a direct result of the abnormal chromosomal structure L: supports view that innate 'nature' influences have powerful effect on psychology and behaviour
41
EVALUATION: Nature-Nurture debate - CA of research into atypical sex chromosome syndromes (PEEL) P - there is an issue with what?
P: Issues with jumping to conclusions E: - relationship between atypical chromosomal patterns associated with Klinefelter's & Turner's syndrome and differences in behaviour seen in these people is not casual - environmental and social influences= more responsible for behavioural differences observed e.g. social immaturity seen in females with Turner's syndrome may arise from fact that they are treated 'immaturely' by people around them E: Parents, teachers and others may react to the prepubescent appearance of people with Turner's in a way that encourages immature behaviour - may have indirect impact upon their performance at school L: - shows it could be wrong to assume that psychological and behavioural differences in people with atypical sex chromosome patterns are due to nature
42
EVALUATION: Real world application - Strength of research into atypical sex chromosome syndromes (PEEL) E - what study shows this?
P: Real-world application E: - Australian study of 87 individuals with Klinefelter's syndrome= those identified and treated from very young age experienced significant benefits (e.g. managing the syndrome) compared to those diagnosed in adulthood E: - continued research into atypical sex chromosome patterns= likely to lead to earlier, more accurate diagnosis of Turner's and Klinefelter's syndrome - as well as more positive outcomes in the future L: suggests that increased awareness of atypical chromosome patterns does have useful real-world application
43
EVALUATION: Sampling issue - Limitation of description of Klinefelter's syndrome (PEEL)
P: There may be a a sampling issue E: - to identify the characteristics of XXY individuals= must identify large number of individuals with same disorder= build a database - then we can see full range of characteristics from mild to severe - In general, only people with severe symptoms are identified= picture of typical symptoms may be distorted E: - Boada et al report that prospective studies (following XXY individuals since birth) have produced a more accurate picture of the characteristics - that many individuals with Klinefelter's syndrome do not experience significant cognitive or psychological problems - many are highly successful academically & in their personal lives L: - suggests that the typical picture of Klinefelter's (and Turner's) syndrome may well be exaggerated