Week 6 - Chapter 15 Flashcards
(32 cards)
sex
distinction between genetic females XX and genetic males XY
gender
social assignment or self categorization as female or male or neither or a different category
cisgender
people who identify with their assigned gender at birth
transgender
person identifies with a different gender than assigned at birth
nonbinary
person who does not identify exclusively with one gender category
gender fluid
person who self identifies with different gender categories depending on the context
agender
person who does not identify with any gender category
5 problems with gender as a binary construct
- dimorphic system - male, female brain - brain structures are not unique to one sex
- male hormones vs female hormones - testosterone and estrogen are present in all humans
- feminine and masculine behaviour - most people have a mix of typical gendered behaviour
- transgender and non binary identities - 0.6-1.2% transgender, 1.2% nonbinary
- cultural practices - binary segregation in cultural practices
trans youth project
studied transgender kids - 5 years after initial social transition 94% maintained their transition
2.5% cisgender, 3.5% nonbinary
mental health and transgender children
high levels of anxiety in depression - children who have not transitioned yet
socially transitioned children who are supported - normative depression levels and minimal levels in anxiety
gender typing, gender typed, cross gender typed
gender typing: process of gender socialization through development - activities, toys
gender typed: behaviours stereotypical for a given persons assigned gender
cross-gender-typed: behaviours contrary to those stereotypes for a given persons assigned gender
gender non conforming: children who are highly cross gender typed
differences between boys and girls - effect sizes
very smilar
small - 85% overlap, medium - 66% overlap, large = 53% overlap, very large - less than 30%
very large differences - motor abilities, strength and running speed in adolescence B>G
large - preferences for feminine toys G>B, masculine toys B>G, rough and tumble play B>G, self control (small to large) G>B, physical aggression B>G
small/trivial - academic performance - one medium difference: writing achievement G>B, personality (activity level) B>G, communication (medium, self disclosure in adolescence) G>B
genes and gender development - biological
XY - aggressive behaviour linked
XX - nurturing behaviour linked
evolutionary argument that gender specific traits exist to increase chance of mating and protecting offspring
hormones and the brain - biological
androgens - class of steroids that includes testosterone
produced in males and females, increases in prenatal development to form male genitalia
influences of sex linked hormones
organizing - sex linked hormones may influence the organizing and functioning of the nervous system - e.g. this organization can affect play preferences - different organization of neurons
activating influences - sex linked hormones influence the contemporaneous activation of certain brain and behavioural responses - androgens respond to threats, maybe why we see differences in aggression
brain structure and functioning - biological
male brains 11% larger, no brain structure unique to one sex
male and female brains are monomorphic
social identity theory
influence of group membership
ingroup bias - evaluate individuals and characteristics associated with ingroup more positively
ingroup assimilation - socialized to conform to groups norms
characteristics associated with high status groups more valued - male dominated societies prefer male attributes, girls may use masculine behaviour to enhance status
social cognitive theory
triadic - learning occurs through tuition, enactive experience, observation
tuition - direct teaching during gender socialization
enactive experience - children guide their behaviour by taking into account reactions their past behaviours have evoked
observational learning - seeing and encoding the consequences of others experiences as a result of owns actions
attention, memory, production and motivation in observational learning of gender
cognitive developmental theory
children seek to understand meaning of gender through observation and interacting with world - piaget
gender identity - 30 mo - think abt it, dont understand it is stable
gender stability - 3-4yr - gender remains same, dont understand gender beyond appearance
gender constancy - 6yr - gender is invariant across situations
gender schema theory
understand gender through gender schemas - memories of ones own experiences, gender stereotypes, media portrayals
ingroup/outgroup gender schema - “the same as me” or not - own gender schema for how to do things consistent with ones own gender - gender schema responsible for bias in processing and remembering information about gender
pay attention to own gender schema and remember more
gender schema theory - filters
gender schema filter - initial evaluation of information as relevant for ones own gender
interest filter - initial evaluation of information as being personally interesting
gender schema theory - cognitive intervention program
elementary school children learned that interests and abilities are important for jobs in gender free examples
gender stereotyping decreased and memory for gender inconsistent stimuli increased
cultural influences - gender development
larger cultural and social structural factors - consideration of gender inequalities in society - structurally built in
bioecological model
opportunity structure - economic and social resources (income, race) can vary on gender and are reflected in the role adults’ play in society
proportion of men and women in that role represent the existing opportunity that exist for men and women in that role
microsystem - immediate environment
mesosystem - connection between environments
exosystem - indirect environments
macrosystem - social and cultural values
chronosystem - changes over time
