GENDER

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CHAPTER 4

• GENDER

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CHAPTER 4

• (LO-1)
• SEXBIOLOGICAL STATUS AS MALE OR FEMALE
• GENDERMEANINGS THAT SOCIETIES AND INDIVIDUALS
  ATTACH TO BEING MALE OR FEMALE
• GREAT DEAL OF VARIATION AMONG PEOPLE IN TERMS OF
  GENDER
• BIOLOGICAL FACTORS IN BEHAVIORAL DIFFERENCES
  BETWEEN MALES AND FEMALES ARE CALLEDSEX
  DIFFERENCES
• GENDER DIFFERENCEBEHAVIORAL DIFFERENCE DUE TO
  SOCIALIZATION OR CULTURAL FACTORS
• GENDER-BASED ATTITUDES ARE LEARNED AS WE GROW UP
  IN SOCIETY. THESE ARE ROLES AND BEHAVIORS.

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• GENDER DIFFERENCES ARE IMPORTANT TO SOCIAL
  PSYCHOLOGISTS----WHY?
• (LO-2)
• MASCULINITYPERSONALITY TRAITS INSTRUMENTAL ,
  AND RELATED TO TASK COMPLETION AND GOAL
  ACHIEVEMENT
• FEMININITYPERSONALITY TRAITS THAT ARE
  EXPRESSIVE AND RELATED TO CARETAKING AND
  NURTURANCE
• WOMEN ARE MORE JUDGED (EVEN BY OTHER
  NATIONALITIES) BY GENDER STEREOTYPES. (EXAMPLES)
• MEN ARE JUDEGED MORE BY THEIR NATIONALITY
  STEREOTYPES (EXAMPLES)

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• TARGET PERSON, PERCEIVER, OR SITUATION CAN
  ACTIVATE GENDER STERETYPES. (EXAMPLES)
• GENDER SCHEMATICSINDIVIDUALS WHO CONFORM TO
  GENDER EXPECTATIONS IN THEIR OWN LIVES THROUGH
  GENDERED LENSES.
• GENDER ASCHEMATICSINFORMATION NOT PROCESSED
  BY MASCULINE OR FEMININE QUALITIES
• A QUICK SOCIAL JUDGMENT ACTIVATES GENDER
  STEREOTYPING WITH TRADITIONAL GENDER VIEWS
• THIS IS ESPECIALLY TRUE WHEN LITTLE IS KNOWN
  ABOUT THE TARGET PERSON. USUALLY PHYSICAL
  APPERANCE AND ACTIONS MATCH STEREOTYPICAL BELIEFS.

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• NUMERICAL MINORITY IS ANOTHER FACTOR IN A
  STEROTYPICAL SITUATION. (EXAMPLES)
• (LO-3)
• PHILIP GOLDBERG STUDY---SHOWED THAT BOTH MEN AND
  WOMEN WERE BIASED AGAINST WOMEN
• VERY COMPLEX PHENOMENON.
• ATTRIBUTIONS FOR SUCCESS
• WOMENS SUCCES IS TYPICALLY ATTRIBUTED TO LUCK
  OR EASE OF TASK. (EXAMPLES)
• MENS SUCCESS IS ATTRIBUTED TO ABILITY (EXAMPLES)
• SELF-ATTRIBUTION STUDIES HAVE LED TO EVALUATION
  BIAS THAT LEADS TO NEGATIVE IMPACT ON WOMENS
  SELF-CONCEPT AND SELF-CONFIDENCE
• (LO-4)
• 1970S MAJORITY OF MEN IN TELEVISION COMMERCIALS
  IN AMERICA WERE DEPICTED AS EXPERTS

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• WOMEN WERE DEPICTED AS PRODUCT USERS. (EXAMPLES)
• COMMERCIALS PROMISED MEN SOCIAL AND ECONOMIC
  ADVANCEMENT.
• WOMEN WERE PROMISED THAT THEY WOULD BE LIKED BY
  MEN AND THEIR FAMILIES
• 1990S--COMMERCIALS SHOW THAT THE WAY MEN AND
  WOMEN ARE DEPICTED DEPENDS ON WHO IS WATCHING.
  (EXAMPLES)
• CHILDRENS PICTURE BOOKS SHOW A DECREASE IN
  GENDER STEREOTYPES. (EXAMPLES FROM PAST AND
  PRESENT)
• (LO-5)

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• THE IDENTIFICATION OF ONESLEF AS A MALE OR FEMALE
  AND THE INCORPORATION OF THIS FACT INOT ONES
  SELF-CONCEPT IS CALLED GENDER IDENTITY.
• GENEDER RELATED RATHER THEN SEX RELATED.
• GENDER UNDERSTANDING BEGINS ABOUT AGE 2.
• AGE 3-4 CHILDREN CAN CORRECTLY LABEL THEMSELVES
  AS MALE OR FEMALE BUT ARE STILL UNAWARE THAT SEX
  IS UNCHANGEABLE.
• WE ARE MORE AWARE OF OUR SEX IN SITUATIONS WHERE
  WE ARE IN A NUMERICAL MINORITY. WHY?
• GENDER SOCIALIZATIONINDIVIDUALS LEARN TO ACT IN
  ACCORD WITH A CULTURES EXPECTATIONS FOR THEIR
  GENDER

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• GENDER ROLESBEHAVIORS, INTERESTS, AND ATTITUDES
  THAT A PARTICULAR CULTURE ASSOCIATES WITH MALES
  OR FEMALES. (EXAMPLES)
• ACCORDING TO RESERCHERS, PARENTS FOUND THAT THEIR
  DAY-0LD SONS AS MORE ALERT, STRONGER, , LARGER
  FEATURED, AND MORECOORDINATED COMPARED WITH
  THEIR DAY-OLD DAUGHTERS.
• BY SIX MONTHS, GIRLS RECEIVE MORE SOCIAL
  STIMULATION.
• BETWEEN AGES THREE AND SIX BOYS ENGAGE IN MORE
  EXPLORATORY BEHAVIOR COMPARED WITH GIRLS, BUT
  THERE IS NO EVIDENCE TO INDICATE THAT BOYS AND
  GIRLS DIFFER IN THEIR LEVELS OF FEAR IN SUCH
  SITUATIONS.
• WE TEACH GIRLS TO EXPRESS THEIR EMOTIONS AND
  BOYS TO HIDE THEM.
• THE EMOTIONAL RANGE FOR BOYS IS MORE RESTRICTED
  ACCROSS CULTURES. GIRLS RECEIVE MIXED MESSAGES
  WHEN IT COMES TO CAREER EXPECTATIONS.

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• (LO-6)
• 1960S SCIENTISTS ASSERTED THAT FEMALES HAD
  GREATER SOCIAL NEEDS COMPARED WITH MEN. MALES
  WERE SUPERIOR TO FEMALES IN ABSTRACT REASONING.
• THE BOOK THE PSYCHOLOGY OF SEX DIFFERENCES BY
  ELANOR MACCOBY AND CAROL JACKLIN HELPED CHANGE
  MANY IDEAS REGARDING GENDER DIFFERENCES.
• THE ONLY AREAS OF GENDER DIFFENCES FOUND BY THEM
  WERE FEMALES HAVE GREATER VERBAL ABILITY,
  MALES HAVE GREATER VISUAL SPATIAL ABILITY,
  MALES DO BETTER ON MATH TESTS, AND MALES ARE
  MORE AGGRESSIVE.

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• FOUND LITTLE SUPPORT FOR FEMALES HAVING A
  GREATER SOCIAL NEEDS, COMPARED WITH MALES
  FEMALES ARE BETTER AT SIMPLE REPETITION, OR
  THAT MALES ARE MORE ANALYTIC.
• (LO-7)
• SOCIOBIOLOGYSCIENTIFIC DISCIPLINE CONCERNED
  WITH IDENTIFYING BIOLOGICAL AND GENETIC BASES FOR
  SOCIAL BEHAVIOR IN HUMANS AND ANIMALS.
• SOCIAL LEARNINGSOCIAL BEHAVIOR LEARNED THROUGH
  REWARD AND PUNISHMENT AS WELL AS OBSERVING AND
  IMITATING OTHERS

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• REINFORCEMENT
• REWARD THAT FOLLOWS THE GIVEN BEHAVIOR THAT
  INCREASES THE PROBABILITY THAT THE BEHAVIOR WILL
  BE REPEATED.
• PUNISHMENT
• AVERSIVE STIMULUS THAT FOLLOWS A GIVEN BEHAVIOR
  AND DECREASES THE PROBABILITY OF BEHAVIOR BEING
  REPEATED.
• REINFORCEMENT HISTORY
• PATTERN OF REWARDS AND PUNISHMENTS THAT A PERSON
  HAS RECEIVED.
• OBSERVAIONAL LEARNING
• LEARNING THAT OCCURS VIA WATCHING THE ACTIONS OF
  OTHERS AND NOTING THE SUSEQUENT REWARDS AND
  PUNISHMENTS RECEIVED.

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• COGNITIVE DEVELOPMENTL. KOHLBERGS THEORY THAT
  A CHILDS SELF-LABELING AS MALE OR FEMALE RESULTS
  IN THE DEVELOPMENT OF GENDER-RELATED INTERESTS
  AND BEHAVIORS.
• COGNITIVE CONSISTENCYBASIC ASSUMPTION OF
  COGNITIVE DEVELOPMENTAL THEORY OF HUMAN NEEDS.
• ONCE THE CHILD HAS IDENTIFIED WITH GENDER, THE
  CHILD WILL BEGIN TO VALUE/PREFER MASCULINE OR
  FEMININE ACTIVITIES
• SOCIAL PRESSURE FOR GENDER CONFORMITY IS STRONGER
  AMONG BOYS.
• GENDER SCHEMAMENTAL FRAMEWORK FOR PROCESSING
  INFORMATION BASED ON ITS PERCEIVED MALE OR FEMALE
  QUALITIES.
• GENDER SCHEMA THEORYSANDRA BEMS TEORY
  CHILDREN DEVELOP SCHEMAS CONTAINING CULTURALLY
  BASED INFORMATION THAT THEY USE TO UNDERSTAND
  THEMSELVES AND THE WORLD (EXAMPLES).

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• GENDER ASCHEMATICNONTRADITIONAL GENDER VIEWS.
  CEASE DIVIDING UP THE WORLD ACCORDING TO
  MALE-FEMALE QUALITIES.
• THESE INDIVIDUALS DEMONSTRATE GREATER
  FLEXIBILITY IN THEIR BEHAVIOR.
• SOCIAL ROLESSOCIAL DEFINED EXPECTATIONS THAT
  INDIVIDUALS IN A GIVEN SITUATION ARE EXPECTED.
• 1) DEFINED BY SOCIETY (EXAMPLES)
• 2) APPLIED TO ALL INDIVIDUALS
• 3) WELL LEARNED RESPONSES
• SOCIAL ROLE THEORY PREDICTS THAT AS WOMENT PURSUE
  NONTRADITIONAL OCCUPATIONS AND MEN BECOME MORE
  INVOLVED IN CHILD CARE, GENDER STEREOTYPES SHOULD
  WEAKEN

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• SELF-PRESENTATION THEORYGENDER-RELATED BEHAVIOR
  DETERMINED BY SITUATIONAL CONTEXT, THE BEHAVIOR
  OF OTHERS, AND OUR OWN PERSONAL CHOICES
• (LO-8)
• ACCORDING TO SANDRA BEM, A PERSON COULD POSSESS
  BOTH MASCULINE AND FEMININE TRAITSANDROGYNOUS
• MASCULINE AND ANDROGYNOUS INDIVIDULAS HAVE
  POSITIVE SELF-ESTEEM AND GOOD OVERALL MENTAL
  HEALTH.
• IN TERMS OF MENTAL HEALTH, ANDROGYNOUS
  INDIVIDUALS OF BOTH SEXES AND MASCULINE WOMEN ARE
  AT LEAST AS HEALTHY AS THOSE WITH TRADITIONAL
  GENDER ROLES

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• CRITICISM OF ANDROGYNY
• 1. IMPLIES THAT MASCULINITY AND FEMINITY ARE MORE
  THATN JUST COGNITIVE CONSTRUCTS DERIVED FROM
  GENDER-SCHEMATIC PROCESSING.
• 2. MASCULINITY AND FEMININITY ARE DEFINED BY
  MODERN WESTERN STANDARDS AND ARE OFTEN ASSUMED TO
  BE UNIVERSAL.
• (LO-9)
• GENDER ROLE TRANSCENDENCEPROCESS BY WHICH
  GENDER LOSES ITS SALIENCE AS A DEFINING
  CHARACTERISTIC OF MANY SOCIAL ROLES THAT WERE
  PREVIOUSLY GENDER-TYPED.
• (LO-10)
• SIX TECHNIQUES FOR COUNTERING THE EFFECTS OF
  LIVING IN A GENDERED CULTURE

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CHAPTER 4

• 1. TEACHING BY EXAMPLE
• 2. PRONOUNSHE-SHE
• 3. MONITOR CHILDRENS ENTERTAINMENT
• 4. TEACH CHILDREN THE DIFFERENCE BETWEEN SEX AND
  GENDER
• 5. PROVIDE CROSS-CULTURAL AND HISTORICAL VIEW OF
  GENDER
• 6. TEACH CHILDREN ABOUT SEXISM