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Psych 325 > Unit 7 > Flashcards

Unit 7 Flashcards

1
Q

What is gender identity? expression? attraction? and biology?

A

-identity: what you think
-gender expression: how we express it
-physically attracted & emotionally attracted: how you feel
Biology: sex assigned at birth

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2
Q

At what age can you identify gender?

A

2

  • normally external -hair, clothing, etc
  • understand some gender stereotypes
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3
Q

At what age do gender stereotypes become more extensive?

A

-5-7

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4
Q

And what age do we have a deeper understanding of gender?

A
  • 7-9
  • gender more stable -socially influenced
  • not necessarily biology but your environment, you, etc.
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5
Q

is gender binary?

A

No

  • spectrum/range
  • agendered, nongendered, gender queer
  • most research only focuses on binary
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6
Q

What is race?

A

-based on physical traits -typically shared between members of a group

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7
Q

What is ethnicity?

A

based on cultural identity & traditions typically shared between members of a group

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8
Q

Is black or Latino a race or an ethnicity?

A
  • black is a race

- latino is an ethnicity

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9
Q

What is similar about the concept of race & ethnicity?

A
  • both social constructions (not a biological difference)

- both a social reality –> implications of discrimination, privilege, etc

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10
Q

At what age do children become aware of race/ethnicity?

A
  • age 3-4

- sort themselves & others into categories

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11
Q

At what age are we aware of racial stereotypes?

A
  • 6-10
  • characteristics that tend to be associated w/ racial groups -racial biases -dominant racial group
  • preference for own ethnicity or race
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12
Q

Do gender & race impact our media selections

A

yes

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13
Q

How does gender impact our media selections when we’re young?

A
  • pick similar things until 4-6 (not including vid games) but tv, movies -then diverge -pick more gender-stereotyped media (guys = action programs, girls = family-oriented, romance, comedy)
  • by adolescents we have v diff media differences
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14
Q

How does race affect our media selection?

A

choose things that feature our own race/ethnicity

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15
Q

Does gender & race affect how much media we consumer? How?

A
  • yes
  • gender: - boys more time on vid games, girls w/ music, similar amounts of TV but content differs
  • race: -total screen consumption -TV, movies, are lower for white youth (no diff in music or print)
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16
Q

Can you consider race/ethnicity & gender separately?

A
  • no b/c identity doesn’t separate these
  • influences may intersect
  • can be in conflict (ex. Dora the Explorer - LatinX but girl, so boys conflicted)
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17
Q

Do we see the same media effects across gender and race?

A

-no -can have diff impacts

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18
Q

What is an example of a (less impactful) effect of male media consumers?

A

-body image is less impactful

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19
Q

What is an example of a (less impactful) effect on black youth?

A

-less impacted by sexual media than white youth

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20
Q

What are stereotypes?

A
  • generalized conceptions -can be positive or negative -rreduce ppl to 1 or few characteristics -creates impression all the same -creates biased expectations of how we should act -often negative consequence (whether stereotype is pos or neg)
  • research often focuses on stereotypes
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21
Q

What are intergroup relations?

A

-how you might want to behave towards ppl of diff groups

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22
Q

how does media make us feel about ourselves?

A
  • identity
  • self-esteem
  • (for youth in particular - identity development is central to adolescents)
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23
Q

Where is most of the gender research been studied?

A

North America

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24
Q

Are there gender stereotypes in children’s books?

A
  • yes, historically, heavily stereotyped
  • in contemporary books - more equal, less differences, more similarities, but still stereotyped representation -typically show more male characters (be independent, not do housework)
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25
Q

What is the risk w/ books & gendered stereotypes?

A
  • they seem to persist more than other media -reread, passed down through the years
  • even though there’s a contemporary shift -can still have the effects of the classic books
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26
Q

How are books & gender stereotypes for older kids?

A

-often use stereotypes -specifically personalities (ex. girls are polite, calm, -boys are aggressive, dominant)

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27
Q

What is benevolent sexism?

A
  • women in traditional roles is idealized, romanticized, women are seen as more delicate & overly romantic
  • ex. princess stories
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28
Q

What is the medium most research focuses on?

A

-screen media (TV & movies)

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29
Q

Within screen media what are two gender representations they study?

A

1) quantity of representation

2) characteristics of representation

30
Q

What is a quantity of representation example (gender)?

A

-how many female or male characters there are -male outnumber female 1 to 2.5 -generally G films

31
Q

What is are characteristics of representation examples?

A

male & female characters often portrayed in stereotyped ways -women are appearance focused & sexual appeal -family-oriented -better liked, more fearful
-males pursue & prioritize sex, more verbal/physical aggression -often working (in STEM 1 woman, 7.6 male characters) -bumbling & incompetent at family stuff

32
Q

How is gender quantity of representation in video games?

A
  • females have increased dramatically -but males still outnumber
  • 90% have playable male, 50% playable woman
33
Q

How is quality of characteristics (gender) in video games?

A

-females are more likely to be bystanders, needing to be rescued, and/or nurturing

34
Q

Overall gendered themes in media?

A

-gendered ideas of bodies
-gendered ideas of sex
-men as serious & powerful, women as emotional & passive
-a woman’s place is in the home
(persist, but shifting)

35
Q

How is transgender representation?

A
  • very small, but increasing -less research
  • qualitative impact = lack of rep? Is it reflective of the range of trans identities?
  • might not meet a trans individual outside of media initially -could be significant
36
Q

What are quantitative representation of race & ethnicity in North American media?

A
  • quantitative - TV most characters are white -many underrep -LatinX (16% of pop, 3% of characters) -indigenous has basically no rep
  • (similar in movies & vid games)
  • (children’s media is more diverse, closer to pops -particularly educational programs)
37
Q

How are black individuals portrayed in the media?

A
  • (research more focus)
  • negative architypes
  • subservient - loyal -servant
  • black men: lazy, poor, jobless
  • black women: angry -hypersexualized
  • 1960s overly positive representations –can have neg ramifications -complex -ideal that’s hard to attain? more positive stereotypes
  • but still -less respected -more disheveled -overrepresented as criminals (new media proportion is off)
38
Q

How are LatinX represented in the media?

A
  • underrepresented -stereotyped, negative characteristics
  • sex objects
  • rarely have high-status jobs
  • lack of intelligence, accented
  • associated w/ crime
  • (is shifting)
39
Q

How are asian individuals portrayed?

A
  • low low representation -less is known
  • often homogenous group -asian is broad
  • villians -kung fu (political climate)
  • “model minority” stereotype -linked w/ intelligence, strong fam values, strong work ethic, passive
  • positive stereo but puts undue pressure -overgeneralization
40
Q

How are indigenous individuals represented?

A
  • extremely low rep
  • between 1987 - 2009 -only 3 characters -also homogenous
  • aggressive, uncivilized -or wise, connected w/ nature
  • actors aren’t indigenous
  • what’s impact of invisibility?
41
Q

How are Middle Eastern individuals portrayed?

A
  • new area
  • less known
  • post 9/11 - most depictions of middle eastern men as terrorists (vid games & films)
42
Q

How are multiracial individuals portrayed?

A
  • very little been studied
  • often stereotyped -better depictions need to be made
  • ex. Ginny & Georgia
43
Q

What are gender role beliefs?

A

How you think about gender

44
Q

So does consuming more media link w/ endorsement of traditional gender stereotypes?

A
  • yes -small effect across diff studies -correlational & experimental
  • boys w/ masculinity
  • women w/ femininity
  • but varies across genre
45
Q

What genres have more gender-stereotypical content?

A

-stronger for soap operas, talk shows, reality TV -less for prime-time scripted TV

46
Q

Is exposure to stereotyped content linked w/ an increase of gender stereotypes?

A
  • yes
  • content matters
  • linked w/ TV, vid games, & music
47
Q

What is an example of an experimental study & gender stereotypes?

A
  • video games
  • 15-20yr olds
  • exposure to diff types of vid games/content -play 1 of 3 -violent & sexist, violent, non-violent/sexist -for same amount of time -lead to differences in gender role beliefs -particularly masculine -physical prowess & sex roles
  • violent&sexist linked w/ more masculine beliefs -not just violence alone (but that one was more than nonviolent)
  • less empathy for female victims
  • potentially real-world effects
  • but moderated by identification & perceived realism
48
Q

Do higher levels of masculine beliefs seem to predict lower levels of empathy?

A

-yes seems so -experimental study w/ vid games

49
Q

Experimental study (gender) & kids?

A
  • similar findings to adults/adolescents
  • Grade 5s -looking at gender and academic stereotypes -‘boys have higher ability in math’
  • first measures their stereotypes then exposed to 1 of 2 clips -one gendered content, other not
  • found one w/ stereotypes had effect -for boys & girls -didn’t have an effect on actual math performance
  • so linked w/ believed roles/thinking
50
Q

Is media correlated w/ gender-stereotypical behaviour?

A

Seems so, yes

-but not all media the same -depends on how gender is portrayed

51
Q

Is media correlated w/ gender-stereotypical behaviour?

A

Seems so, yes

  • but not all media the same -depends on how gender is portrayed
  • mainstream programs endorse mainstream gender roles
52
Q

How might men be effected by seeing sexually violent media?

A
  • see submissive female characters -more negative views towards women
  • if strong female characters in sexually violent media - then not linked w/ negative attitudes
53
Q

What do these say about gender-stereotypes and media? What matters?

A

-the content matters

54
Q

What is direct tuition?

A

-children are encouraged & rewarded for engaging in certain behaviours considered appropriate

55
Q

How is race and gender might be diff when represented in online media?

A
  • can be policed on it through comments etc -but also can be positive b/c can talk to many more ppl from outgroups
  • user has active role
  • both amount & characteristics of representation maters
56
Q

How do race & ethnicity representations effect us?

A
  • lack in research
  • tends to be focused on adult users
  • but seems to change attitudes towards outgroups (ex. negative stereotypes –> more nag judgement towards individuals in that group) (positive portrayals –> more favourable attitudes, more sympathetic responses to discrimination)
57
Q

Do media representation effect social attitudes of youth?

A
  • yes seems similar
  • some evidence supports exposure to positive reps can lead to more positive outgroup attitudes
  • but old research
58
Q

Sesame street research on outgroup reps?

A

-3-5yr olds -one clip of outgroups integrates, one clip w/ white reps -then asked kids questions -who do you want to bring to school tmr? -multiracial clip more likely to bring asian or indigenous ppl -white clip -more likely to bring an individual of their same ingroup

59
Q

Why might kids be effected by race representations?

A
  • age? more malleable? (5-10 more malleable)

- ***see slides?

60
Q

In BIPOC adolescents what is exposure to media stereotypes often associated w/?

A
  • lower self-esteem

- even more so if strong ethnic identity

61
Q

What did they study in indigenous youth?

A

-stereotyped portrayals & self-esteem -after seeing pocahontas or another ‘mascot’ had lower self-esteem than control group -stereotyped weren’t necessarily neg. but has neg impact on esteem

62
Q

What are 3 theories that support the LatinX study?

A
  • cultivation theory
  • social cognitive theory
  • social identity theory
63
Q

Cultivation theory & race rep?

A

over time exposre to media shits our understanding of reality

  • internalize the stereotypes -if overrep of blacks & crime, think that’s reality
  • if asians seem really good at school -think reality
  • hevay consumers are impacted more -more in line w/ what media shows
  • ex. frequent TV viewers more likely to underrep the prop of working women
64
Q

Social cognitive theory & race rep?

A
  • we observe media models to learn normative behav -valued behav
  • ex. men vs. women raising kids -men bumbling -think normative -guide yourself how you’re ‘supposed’ to act
  • depends on how much you identify w/ model
65
Q

Social identity theory & race rep?

A

-not often studied w/ media (instead tests) -but identity is salient -group membership helps construct our identity -try to create positive identity by comparing features of our ingroup vs. outgroup
-groups help define who you are
-how oure group stands relative to other groups
-media help sus learn about our group & others -make generalizations
social identity threat

66
Q

What is social identity/stereotype threat?

A
  • we have a social identity which is shaped in part by our group memberships
  • when confronted w/ negative stereotypes (ex. talking Barbie, math hard, go shopping)
  • have negative emotions -stress response -worry of conforming -linked w/ lower self-esteem & lower self-concept
67
Q

When might stereotype threat impact you more?

A

-when you identity is shaped more by your group membership -b/c causes concern & negative emotions

68
Q

Summarize Rivadeneyra

A
  • media exposure & latino adolescents conceptions of self -2 studies -adolescents & then YA -found negative correlation -more media, lower (appearance & social) self-esteem -soap operas, primetime TV -english mainstream -more impact for higher ethnic identity (or if woman?) -cultivation theory, social cognitive theory, social identity theory
  • limitations: correlational (directionality?) -small sample size -only english tv not spanish -need diff in latino (since broad term) -variability
69
Q

Summarize Coyne

A
  • multimethod -shot-term & long-term -questionnaires (parents, teachers) -198 children -preschool & kindergarten age (3-6yr) -2 time points -1yr apart -longitudinal
  • disney princess engagement (how much they identify etc) associated w/ female gender-stereotypical behaviour (for both boys & girls) concurrently & later -predictive -directionality -parental mediation moderated
  • not necessarily bad unless women think limited in life (but positive for boys?)
  • limitations: -didn’t ask what was said in parental mediation -should do a longer study -sample was limited (white, middle-class), only parent reports at Time 2 -context & access to playing w/ toys
70
Q

What did adult women who thought they were ‘princesses’ think?

A
  • less desire to work
  • expected more traditional divisions of household labour
  • placed greater value on superficial qualities -gave up quicker in challenging tasks
  • (didn’t study role of media)
71
Q

What theories back up Coyne?

A
  • social cognitive theory -modeling -seeing princess teaches them gender stereotypical behaviour
  • thin-ideal internalization

Psych 325 (10 decks)

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