1
Q
Jordan was assigned female at birth but identifies as male and lives socially as a man. Which term best describes Jordan?
A. Cisgender
B. Transgender
C. Non-binary
D. Social role
A
B. Transgender
2
Q
In Mia’s culture, people are expected to bow when greeting elders. This expectation reflects which concept?
A. Gender
B. Social role
C. Cisgender
D. Non-binary
A
B. Social role
3
Q
Alex was assigned male at birth and identifies as male. Which term describes Alex?
A. Cisgender
B. Transgender
C. Gender
D. Non-binary
A
A. Cisgender
4
Q
Taylor does not identify strictly as a man or a woman and prefers gender-neutral pronouns. Taylor is best described as:
A. Cisgender
B. Transgender
C. Non-binary
D. Fulfilling a social role
A
C. Non-binary
5
Q
A society teaches that men should be assertive and women should be nurturing. These expectations reflect:
A. Cisgender identity
B. Biological sex
C. Gender
D. Non-binary identity
A
C. Gender
6
Q
When describing her ideal career, Priya says she wants a job where she can help others, build close relationships, and support people emotionally. Which type of traits is she emphasizing?
A. Instrumental traits
B. Expressive traits
C. Gender stereotypes
D. Classical dichotomy
A
B. Expressive traits
7
Q
During group work, Marcus takes charge, assigns tasks, and pushes the team to meet deadlines. His behavior best reflects:
A. Classical dichotomy
B. Gender stereotypes
C. Instrumental traits
D. Expressive traits
A
C. Instrumental traits
8
Q
A teacher assumes that boys will naturally excel in competitive sports and girls will naturally excel in caregiving roles. This assumption is an example of:
A. Expressive traits
B. Classical dichotomy
C. Gender stereotypes
D. Instrumental traits
A
C. Gender stereotypes
9
Q
Sam enjoys competitive debate and also values being emotionally supportive to friends. This best demonstrates which idea?
A. Instrumental traits
B. Expressive traits
C. Gender stereotypes
D. Classical dichotomy
A
D. Classical dichotomy (traits exist on a continuum and can overlap)
10
Q
A workplace rewards employees who are ambitious, independent, and assertive. This focus aligns most closely with:
A. Expressive traits
B. Instrumental traits
C. Gender stereotypes
D. Classical dichotomy
A
B. Instrumental traits
11
Q
Four-year-old Lily confidently tells her friend that “dolls are for girls and trucks are for boys.” This reflects research showing that by age 4, children:
A. Fully reject gender stereotypes
B. Have extensive knowledge of gender-stereotyped activities
C. Understand gender as a continuum
D. Show stereotype threat in academic settings
A
B. Have extensive knowledge of gender-stereotyped activities
12
Q
During a math test, Emma suddenly worries that “girls aren’t as good at math,” and her performance declines. This scenario illustrates:
A. Gender rigidity
B. Instrumental traits
C. Stereotype threat
D. Expressive traits
A
C. Stereotype threat
13
Q
When 7-year-old Noah wants to join a dance class, several boys in his class tease him for doing something “not boy-like.” This supports findings that:
A. Boys are more flexible than girls about gender norms
B. Girls are more rigid than boys about gender-inconsistent behavior
C. Boys often show less acceptance of cross-gender activities
D. Stereotype flexibility increases in early childhood
A
C. Boys often show less acceptance of cross-gender activities
14
Q
Ella, age 10, says girls are “nicer” and boys are “better at building things.” She is expressing stereotypes about:
A. Activities only
B. Personality traits and achievement
C. Physical differences
D. Cultural roles in adolescence
A
B. Personality traits and achievement
15
Q
Two teenagers from middle-class families both express that anyone can pursue any hobby, regardless of gender. This reflects research showing that adolescents from middle-class homes tend to:
A. Hold more rigid gender stereotypes
B. Show cultural bias
C. Have more flexible gender-role beliefs
D. Experience stereotype threat more intensely
A
C. Have more flexible gender-role beliefs
16
Q
In a culture where strict gender roles are strongly enforced, children show more rigid thinking about what boys and girls “should” do. This demonstrates that:
A. Gender stereotypes develop independently of culture
B. Cross-cultural variation affects stereotype rigidity
C. Boys worldwide are always more flexible about stereotypes
D. Middle-class families eliminate gender bias
A
B. Cross-cultural variation affects stereotype rigidity
17
Q
When a toy store displays pink aisles with dolls and kitchen sets and blue aisles with action figures and building kits, it is reinforcing:
A. The classical dichotomy of traits
B. Gender stereotypes through marketing
C. Stereotype threat in academic settings
D. Cross-cultural flexibility
A
B. Gender stereotypes through marketing
18
Q
A parent chooses toys from a section with no gender labels after Target removes gendered signage. This decision aligns most with:
A. Encouraging instrumental traits in girls
B. Supporting the “Let Toys Be Toys” movement
C. Reinforcing expressive traits in boys
D. Increasing stereotype rigidity
A
B. Supporting the “Let Toys Be Toys” movement
19
Q
When asked who is “really, really smart,” five-year-old Maya says “girls,” while five-year-old Ethan says “boys.” This reflects findings that:
A. Children this age reject gender stereotypes
B. Children at age 5 associate brilliance with their own gender
C. Girls at age 5 already believe boys are smarter
D. Boys at age 5 show stereotype threat
A
B. Children at age 5 associate brilliance with their own gender
20
Q
At age 7, Leila stops choosing puzzles labeled “for really smart kids” because she believes boys are more brilliant. This illustrates:
A. Instrumental traits
B. Stereotype threat
C. Classical dichotomy
D. Decreased knowledge of gender roles
A
B. Stereotype threat
21
Q
A teacher notices that girls in her class refuse to try advanced science activities after learning that “smart kids” usually succeed in them. According to research, this avoidance is most likely due to:
A. A belief that brilliance is a male trait emerging around age 6–7
B. Natural differences in STEM ability
C. A cultural emphasis on expressive traits
D. Cross-cultural variability in gender roles
A
A. A belief that brilliance is a male trait emerging around age 6–7
22
Q
A high school counselor observes fewer girls enrolling in advanced physics and attributes it to early childhood beliefs about who is “brilliant.” This explanation fits which idea?
A. Traits exist on a continuum
B. Gender stereotypes become self-fulfilling
C. Girls have less interest in instrumental traits
D. Boys face stronger stereotype threat
A
B. Gender stereotypes become self-fulfilling
23
Q
A program encourages young girls to view “brilliance” as a trait any child can develop. The main goal of this intervention is to:
A. Reinforce traditional gender norms
B. Increase stereotype rigidity
C. Reduce limiting beliefs that discourage girls from STEM
D. Teach girls more expressive traits
A
C. Reduce limiting beliefs that discourage girls from STEM
24
Q
During recess, teachers notice that a group of boys frequently chase each other, wrestle, and play physically intense games. This behaviour best reflects research showing that boys:
A. Have better fine motor coordination
B. Engage in more rough-and-tumble play
C. Mature earlier than girls
D. Show no physical differences from girls
A
B. Engage in more rough-and-tumble play
25
A kindergarten teacher observes that several girls in her class can already tie their shoes and manipulate small craft items more precisely than many boys. This difference is most consistent with findings that girls:
A. Have greater upper-body strength
B. Are more physically active
C. Have better fine motor coordination
D. Show faster muscle growth
C. Have better fine motor coordination
26
When planning activities, a coach avoids assuming that all boys will excel in strength-based tasks or that all girls will prefer fine-motor activities. This decision reflects the fact that physical differences in childhood:
A. Show no variation
B. Are fixed and universal
C. Emerge gradually with substantial overlap
D. Apply only in adolescence
C. Emerge gradually with substantial overlap
27
In a fitness class, Trevor outperforms most of his classmates in tasks requiring strength, but a few girls outperform him in agility and coordination tasks. This example illustrates:
A. Gender stereotypes but not physical differences
B. That boys universally outperform girls
C. The gradual emergence of gender differences with overlap
D. That girls have superior muscle development
C. The gradual emergence of gender differences with overlap
28
A parent enrolls their daughter in violin lessons, thinking she may find it easier to learn finger placement and bow control due to her strong fine motor skills. This reasoning is based on the finding that:
A. Girls are more muscular
B. Boys develop motor skills earlier
C. Girls tend to have stronger gross motor skills
D. Girls typically show better fine motor coordination
D. Girls typically show better fine motor coordination
29
A coach notices that as children in her program get older, boys tend to throw a ball farther than girls, even though the difference was small when they were younger. This observation reflects the figure’s finding that:
A. Physical ability differences remain constant across age
B. Boys and girls show increasing divergence in physical abilities with age
C. Girls outperform boys in all physical activities
D. Age has no impact on motor skill development
B. Boys and girls show increasing divergence in physical abilities with age
30
At age 6, Maya’s standing long jump distance is very close to that of several boys her age. This aligns with the figure’s suggestion that:
A. Girls always lag behind boys in jumping ability
B. There is substantial overlap in physical abilities during early childhood
C. Boys at age 6 have fully developed muscular advantages
D. Jumping ability is unrelated to age
B. There is substantial overlap in physical abilities during early childhood
31
Dylan, age 11, throws a ball much farther than he did at age 6. His improvement—greater than the typical improvement seen in girls—matches which pattern in the figure?
A. Boys show a steeper increase in throwing distance with age
B. Girls improve faster than boys in strength-related tasks
C. Motor skills plateau after age 8
D. Age-related changes occur only in fine motor skills
A. Boys show a steeper increase in throwing distance with age
32
A parent assumes that boys and girls are dramatically different in physical ability from a very young age. Based on the figure, the most accurate response would be:
A. “Yes, the gap is huge in early childhood.”
B. “Actually, the difference is small early on and grows gradually over time.”
C. “Girls always outperform boys in gross motor skills.”
D. “Gender has no relationship to physical ability.”
B. “Actually, the difference is small early on and grows gradually over time.”
33
A local soccer league begins separating teams by gender around age 9 due to expected differences in strength and speed. This practice is based on the idea that:
A. Physical differences become more pronounced after age 8–10
B. Boys and girls show identical physical development at all ages
C. Childhood physical differences are largest at age 5
D. Girls stop improving athletically after early childhood
A. Physical differences become more pronounced after age 8–10
34
Despite teams being split by gender, several girls in an age-10 soccer league consistently outrun and outscore many boys. This situation reflects which research finding?
A. Boys always outperform girls in all sports
B. There is substantial overlap in physical abilities during childhood
C. Girls have superior strength compared to boys
D. Physical differences emerge suddenly and uniformly
B. There is substantial overlap in physical abilities during childhood
35
A coach argues that separating sports by gender at age 7 is unnecessary because most children at that age have similar physical abilities. This reasoning is consistent with the idea that:
A. Differences are minimal before age 8–10
B. Girls rarely participate in competitive sports
C. Boys are already significantly stronger by age 7
D. Separation should begin in preschool
A. Differences are minimal before age 8–10
36
A school considers policies for including transgender athletes on sports teams and wants to balance fairness, safety, and inclusion. This is related to the ongoing debate about:
A. When gender differences completely disappear
B. How stereotype threat affects athletic performance
C. Participation of transgender athletes in competitive sports
D. Why girls avoid sports with strength requirements
C. Participation of transgender athletes in competitive sports
37
A parent insists that all boys should automatically be placed in more advanced sports leagues than girls, regardless of age. Based on research, the best response would be:
A. “This is supported because boys always outperform girls.”
B. “Actually, children’s abilities vary widely, and many girls outperform boys in childhood.”
C. “Girls should join boys’ teams only after age 12.”
D. “Skill differences in childhood are too large to compare.”
B. “Actually, children’s abilities vary widely, and many girls outperform boys in childhood.”
38
During a mental rotation task, Leo consistently performs better than many of the girls in his class. This aligns with research suggesting that:
A. Girls have stronger spatial abilities than boys
B. Boys tend to excel at mental rotation tasks
C. Spatial ability cannot be measured
D. Gender differences do not appear until adulthood
B. Boys tend to excel at mental rotation tasks
39
A teacher introduces a video-game–based learning tool to help students understand 3D geometry. This decision is supported by research showing that video games:
A. Decrease spatial awareness
B. Have no effect on cognitive development
C. Can enhance spatial skills in both genders
D. Improve only memory skills
C. Can enhance spatial skills in both genders
40
Mina begins playing action-based video games at age 6 and soon performs as well as many boys on spatial reasoning tasks. This supports the idea that:
A. Spatial abilities cannot be improved
B. Girls are naturally less capable than boys
C. Training can improve spatial abilities in both genders
D. Only boys benefit from video games
C. Training can improve spatial abilities in both genders
41
Boys tend to play video games more often than girls. A researcher wonders whether this is why boys score higher on spatial tasks—or whether boys play more because they already have these skills. This question reflects which issue?
A. Stereotype threat
B. Cause or effect
C. Lack of measurement tools
D. Cultural flexibility
B. Cause or effect
42
A preschool study finds that male infants track moving objects slightly more accurately than female infants. This finding matches which claim from the slide?
A. Spatial differences appear only in adolescence
B. Spatial differences emerge in infancy
C. Training eliminates all gender differences
D. Boys and girls show no cognitive differences
B. Spatial differences emerge in infancy
43
A school introduces a program where boys and girls practice visualizing shapes and navigating maps. The goal is to:
A. Increase the gap in spatial ability
B. Reinforce gender differences
C. Improve spatial skills equally across genders
D. Encourage boys to play fewer video games
C. Improve spatial skills equally across genders
44
After several weeks of spatial-training activities, a girl who previously struggled with mental rotation now performs near the top of her class. This supports which idea from the research?
A. Spatial ability is fixed and cannot change
B. Practice and training can significantly improve spatial skills
C. Only video games improve spatial ability
D. Spatial skills matter only in infancy
B. Practice and training can significantly improve spatial skills
45
During a classroom activity, students are asked to decide whether two 3D shapes are the same despite being rotated differently. Several boys in the class score higher, but a girl who practices similar puzzles at home also performs very well. This scenario illustrates that:
A. Mental rotation ability is entirely determined by biology
B. Only males can perform well on mental rotation tasks
C. Experience and practice can influence performance on mental rotation tasks
D. Mental rotation tasks measure verbal ability
C. Experience and practice can influence performance on mental rotation tasks
46
When giving directions, Alex says, “Head north for 3 blocks, then turn west toward the river.” This strategy aligns with findings that men are more likely to:
A. Use emotional cues
B. Use landmarks only
C. Navigate using cardinal directions and distances
D. Avoid spatial reasoning
C. Navigate using cardinal directions and distances
47
Maya guides her friend by saying, “Turn left at the bakery, then right at the school.” This reflects which pattern found in navigation research?
A. Women prefer distance-based navigation
B. Women tend to use landmark-based strategies
C. Men and women navigate identically
D. Men rely heavily on visual cues
B. Women tend to use landmark-based strategies
48
A map app introduces an option that highlights major visual cues—restaurants, parks, and large buildings—to assist users who prefer this method. This update is most consistent with:
A. Research supporting landmark-based navigation
B. Declines in spatial ability
C. The inefficiency of visual navigation
D. Stereotype threat
A. Research supporting landmark-based navigation
49
A teacher encourages children to practice both cardinal direction skills and landmark recognition during outdoor learning time. This approach reflects the idea that:
A. One navigation style is clearly superior
B. Both navigation strategies are effective and worth teaching
C. Only boys need to learn spatial strategies
D. Spatial skills cannot be taught
B. Both navigation strategies are effective and worth teaching
50
A high school counselor notes that students who excel at spatial tasks—such as reading maps or navigating unfamiliar places—often choose engineering courses. This is consistent with research showing that:
A. Spatial skills are unrelated to academics
B. Navigation strategies predict verbal ability
C. Spatial ability predicts interest and success in STEM fields
D. STEM choices are random
C. Spatial ability predicts interest and success in STEM fields
51
In a Grade 3 class, girls score slightly higher than boys on the end-of-year math test. This finding is consistent with research showing that girls:
A. Perform worse than boys throughout elementary school
B. Tend to perform better than boys in elementary school math
C. Only excel in spatial mathematics
D. Perform better only when stereotype threat is present
B. Tend to perform better than boys in elementary school math
52
A high school teacher notices that in her advanced calculus class, boys and girls perform at similar levels overall. This matches findings that:
A. There are large gender differences in high school math
B. There are no consistent gender differences in overall math ability
C. Girls consistently outperform boys on all math tasks
D. Math differences are purely biological
B. There are no consistent gender differences in overall math ability
53
Two students take a national math exam. One scores extremely high and the other extremely low. Both are boys. This pattern illustrates research showing that:
A. Girls display greater variability in math performance
B. Boys and girls show identical score distribution
C. Males show greater variability, with more scores at both extremes
D. Variability is irrelevant to gender
C. Males show greater variability, with more scores at both extremes
54
In a country where girls are strongly encouraged to pursue STEM fields, the gender gap in math achievement disappears. This supports the idea that:
A. Math ability is fixed and unaffected by culture
B. Cultural factors play a major role in math performance
C. Boys naturally prefer mathematics
D. Girls avoid math regardless of support
B. Cultural factors play a major role in math performance
55
On a math test that includes many word problems requiring strong reading comprehension, girls outperform boys. This outcome is consistent with research showing that girls tend to excel more when the math task:
A. Involves formulas
B. Requires spatial rotation
C. Requires language-based problem solving
D. Contains no written instructions
C. Requires language-based problem solving
56
During a geometry unit, students complete two types of tasks: (1) rotating 3D shapes and (2) using formulas to calculate area. Boys perform better on the rotation tasks, while girls perform better on the formula tasks. This illustrates that:
A. Gender differences in math depend on the specific sub-skill being measured
B. Boys outperform girls in all geometry topics
C. Girls outperform boys on all geometry tasks
D. Math performance does not vary by type of problem
A. Gender differences in math depend on the specific sub-skill being measured
57
A teacher expects girls to struggle in math and spends more time supporting boys. As a result, girls’ performance declines. This demonstrates how math outcomes can be influenced by:
A. Biological differences only
B. Cultural expectations and beliefs
C. Score variability
D. Random chance
B. Cultural expectations and beliefs
58
Two students from different countries take the same standardized math test. The girl from a country that emphasizes gender equality in education performs as well as the boy. According to Guiso et al. (2008), this result suggests that:
A. Math ability differences are universal
B. Gender equality reduces or eliminates observed math gaps
C. Boys are always better at math
D. Math achievement is unaffected by social context
B. Gender equality reduces or eliminates observed math gaps
59
A Grade 2 teacher notices that her female students consistently score higher on early numeracy assessments than male students. This finding is most consistent with research showing that:
A. Boys outperform girls in all math domains beginning in elementary school
B. Girls tend to perform better on math tests in elementary grades
C. Elementary math differences strongly favour boys due to spatial skills
D. Girls only excel in math when stereotype threat is removed
B. Girls tend to perform better on math tests in elementary grades
60
A high school math teacher observes that girls in her class are closing the performance gap that once favoured boys. This situation aligns with evidence that:
A. Modern gender differences in high school math are widening
B. Girls are now performing worse across all levels of schooling
C. The traditional male advantage in high school math is shrinking
D. Girls inherently avoid advanced math courses
C. The traditional male advantage in high school math is shrinking
61
During a memory activity, students are asked to recall where certain objects were placed in a classroom. The girls outperform the boys. This reflects:
A. A gender difference in episodic memory for object locations
B. A math-related working memory advantage for girls
C. A cultural bias toward girls in spatial tasks
D. A lack of hippocampal engagement in male students
A. A gender difference in episodic memory for object locations
62
A student recounts a personal event with highly specific details about people, facial expressions, and where objects were located. This behaviour reflects strengths often observed in:
A. Boys’ global, gist-based memory
B. Girls’ detailed episodic memory and emotion recognition
C. Spatial memory associated with math performance
D. Procedural memory independent of gender
B. Girls’ detailed episodic memory and emotion recognition
63
A researcher gives participants a task requiring them to describe a scene. Boys give broad summaries, while girls provide rich, detailed descriptions. According to the handwritten note on the slide, this difference may reflect:
A. Differences in general intelligence
B. Girls being dominant in detailed memory and boys in global memory styles
C. Girls relying more on spatial processing than verbal processing
D. Boys having a larger hippocampus
B. Girls being dominant in detailed memory and boys in global memory styles
64
A psychologist finds that girls perform better on a memory test that relies heavily on verbal labels and emotional cues. This supports the idea that:
A. Girls’ memory performance is tied to stronger language and emotion-processing skills
B. Boys excel at emotion-based memory tasks
C. Memory differences are unrelated to cognitive processing styles
D. Only spatial memory shows gender differences
A. Girls’ memory performance is tied to stronger language and emotion-processing skills
65
Two students are asked to remember the identity of several individuals they met briefly at an event. The girl performs better. Based on the slide, this likely reflects:
A. Superior male facial-identity recognition
B. Girls’ advantage in recalling faces and social information
C. More advanced spatial abilities in girls
D. Math-related memory differences
B. Girls’ advantage in recalling faces and social information
66
A teacher wants to support both detailed and global memory strategies in her classroom because she knows different students may excel in different subtypes of memory. This reasoning matches the slide’s note that:
A. All students should rely only on detailed memory
B. Girls’ memory is universally superior in all respects
C. There are multiple kinds of memory, and boys and girls may be stronger in different types
D. Memory differences are only biological and cannot be influenced by teaching
C. There are multiple kinds of memory, and boys and girls may be stronger in different types
67
A kindergarten teacher notices that several of her female students begin speaking in full sentences earlier than most of the boys. This observation is most consistent with findings that:
A. Girls develop vocabulary and expressive language earlier on average
B. Boys have a biological advantage in language acquisition
C. Boys typically begin speaking much earlier than girls
D. Vocabulary differences in early childhood are large and stable
A. Girls develop vocabulary and expressive language earlier on average
68
A Grade 5 teacher assigns a reading comprehension task. She observes that the girls tend to extract more meaning, infer motives, and summarize more effectively. This aligns with research showing that:
A. Boys outperform girls in most reading tasks
B. Girls show an advantage in reading comprehension on average
C. Reading comprehension shows extremely large gender differences
D. Boys rely more on verbal memory for comprehension
B. Girls show an advantage in reading comprehension on average
69
A middle-school writing instructor notes that girls often produce essays with more complex sentence structure and smoother transitions. This pattern reflects research indicating that girls:
A. Excel in syntactic complexity and writing fluency
B. Primarily rely on spatial processing when writing
C. Write shorter, more concise sentences than boys
D. Have significantly larger verbal IQ scores
A. Excel in syntactic complexity and writing fluency
70
A psychologist reminds educators not to overgeneralize gender differences in verbal skills because effect sizes tend to be small. This means that:
A. Almost no girls outperform boys on verbal tasks
B. Differences exist, but there is substantial overlap between boys and girls
C. Verbal skill differences are so large that teaching should be separated by gender
D. Gender differences in verbal skills are becoming extremely pronounced
B. Differences exist, but there is substantial overlap between boys and girls
71
A researcher examines children’s memory for stories and finds that girls recall more details and emotional content. One explanation suggested by brain-development research is that:
A. Girls have larger prefrontal cortices, supporting storytelling
B. Girls’ superior episodic memory may be linked to a larger hippocampus
C. Boys rely primarily on implicit memory during storytelling
D. The hippocampus is unrelated to memory for verbal narratives
B. Girls’ superior episodic memory may be linked to a larger hippocampus
72
A Canadian Grade 10 teacher notices that many boys struggle more with reading comprehension than girls. This pattern is consistent with PISA findings showing that, on average:
A. Boys outperform girls by one school year in literacy
B. Girls outperform boys by approximately one school year in literacy
C. Boys and girls score identically in literacy
D. Literacy differences disappear completely by age 15
B. Girls outperform boys by approximately one school year in literacy
73
A school psychologist observes that boys are being referred for reading assessments at much higher rates than girls. Research suggests that boys are:
A. Equally likely as girls to be diagnosed with reading disabilities
B. Half as likely as girls to be diagnosed with reading disabilities
C. Twice as likely as girls to be diagnosed with reading disabilities
D. Never diagnosed with reading disabilities
C. Twice as likely as girls to be diagnosed with reading disabilities
74
A policymaker argues that gender differences in literacy must be entirely biological because they appear in many countries. Based on cross-cultural research, this claim is:
A. Supported, because all countries show the same sized gender gap
B. Incorrect, because countries like Finland show smaller gender gaps
C. Supported, because environmental factors do not influence literacy
D. Irrelevant, because literacy cannot be compared across nations
B. Incorrect, because countries like Finland show smaller gender gaps
75
Two Grade 9 students move from Canada to Finland. The teacher notices that boys seem to perform closer to girls in reading compared to their old school. This suggests that:
A. Biology completely determines literacy achievement
B. Environmental factors such as teaching practices influence literacy gaps
C. Finland and Canada have identical educational systems
D. Boys mature earlier than girls in Finland
B. Environmental factors such as teaching practices influence literacy gaps
76
A parent insists that their son’s reading struggles must be “just how boys’ brains work.” A psychologist responds that gender differences in literacy are:
A. Entirely biological and therefore unchangeable
B. Entirely environmental and therefore unpredictable
C. A combination of biological tendencies and environmental influences
D. Not real, because all research is contradictory
C. A combination of biological tendencies and environmental influences
77
A teacher wants to reduce the gender gap in reading achievement in their classroom. Based on research showing environmental influence, a helpful approach would be to:
A. Do nothing, because literacy gaps cannot be changed
B. Provide early, targeted reading support, especially for boys
C. Eliminate reading instruction until high school
D. Separate literacy classes strictly by gender
B. Provide early, targeted reading support, especially for boys
78
A kindergarten teacher notices that several boys frequently run, jump, and climb during free play, while many girls prefer quieter activities. According to research, this reflects:
A. A difference in cognitive ability
B. Boys’ generally higher activity level
C. Girls’ weaker motor control
D. Environmental differences only
B. Boys’ generally higher activity level
79
A parent is concerned that their son hits peers when frustrated. They often allow him to “work it out on his own,” but scold their daughter for similar behaviour. This parenting pattern is consistent with research showing:
A. Parents punish aggression more in boys
B. Parents are more tolerant of aggression in boys
C. Girls engage in more physical aggression
D. Parental responses have no effect on aggression
B. Parents are more tolerant of aggression in boys
80
A school counselor notices that a girl is spreading rumors about a classmate to harm her friendships, but the girl never engages in physical fights. This is an example of:
A. Physical aggression
B. Relational aggression
C. Instrumental aggression
D. Reactive aggression
B. Relational aggression
81
A media researcher wants to study why boys engage in more physical aggression. According to the material, an important contributing factor is that:
A. Boys biologically cannot control anger
B. Aggressive male models are common in media
C. Boys do not understand emotions
D. Girls receive more reinforcement for aggression
B. Aggressive male models are common in media
82
A teacher observes that many girls in her class are very skilled at comforting upset peers and expressing their own emotions clearly. This pattern aligns with research showing that girls:
A. Are less empathetic than boys
B. Are better at expressing and interpreting emotions
C. Have poorer emotion-regulation skills
D. Prefer physical aggression to relational aggression
B. Are better at expressing and interpreting emotions
83
A psychologist notes that girls generally show higher effortful control than boys. In a school setting, this would most likely appear as:
A. Girls being more impulsive than boys
B. Girls having stronger self-regulation and attention control
C. Girls engaging in more risky behaviour
D. No observable difference in behaviour
B. Girls having stronger self-regulation and attention control
84
A teacher notices that boys and girls both show aggression, but in different forms. According to research, the most accurate explanation is that:
A. Boys are simply more aggressive
B. Girls are simply more aggressive
C. Boys and girls differ in the type of aggression used
D. Neither boys nor girls ever show aggression
C. Boys and girls differ in the type of aggression used
85
A guidance counselor working with a high school student notices she shows persistent sadness, withdrawal, and negative self-talk. Research indicates that the prevalence of this mental health issue is typically higher in girls. The student is most likely experiencing:
A. Conduct disorder
B. ADHD
C. Depression
D. Antisocial personality symptoms
C. Depression
86
A teacher notices that two boys get into a shoving match during recess. When they return to class, the teacher hears one of them say, “It’s fine, we’re still friends.” According to research, which explanation best fits this scenario?
A. Boys are less capable of emotional understanding
B. Boys are more likely to use physical aggression and move on quickly
C. Boys engage more in relational aggression
D. Boys ruminate longer than girls
B. Boys are more likely to use physical aggression and move on quickly
87
A girl in Grade 5 spreads a rumour to exclude a classmate from a friend group. She never engages in physical conflict. This behaviour best illustrates:
A. Proactive aggression
B. Instrumental aggression
C. Relational aggression
D. Physical aggression
C. Relational aggression
88
A parent worries that their daughter “dwells on things too long.” She tends to replay upsetting events in her mind and has trouble letting go. This pattern aligns with research showing that girls are:
A. Less expressive emotionally
B. More likely to engage in rumination
C. More tolerant of aggression
D. More physically aggressive
B. More likely to engage in rumination
89
A school tries to reduce aggression by showing students examples of how media portrays conflict. According to findings, this strategy is most relevant for which group?
A. Girls, because they imitate relational aggression
B. Boys, because aggressive male models in media influence physical aggression
C. Both genders equally
D. Neither — media has no effect on aggression
B. Boys, because aggressive male models in media influence physical aggression
90
During a class meeting, students are asked how they felt during a recent conflict. Several girls give detailed emotional descriptions, while many boys struggle to articulate feelings. This difference is most consistent with research showing that girls:
A. Have lower effortful control
B. Are better at expressing and interpreting emotions
C. Use more physical aggression
D. Do not internalize negative events
B. Are better at expressing and interpreting emotions
91
A counselor notices that a girl is becoming withdrawn and tearful after a conflict with friends, and she keeps replaying the incident in her mind. Based on research, she may be at higher risk for which outcome compared to boys?
A. ADHD
B. Depression
C. Oppositional behaviour
D. Physical aggression
B. Depression
92
A teacher notices that in the schoolyard, boys tend to be more physically aggressive, but when the school examines anonymous online behaviour reports, boys and girls show similar rates of cyberbullying. This pattern best supports which conclusion?
A. Physical aggression predicts cyberbullying
B. Gender differences in aggression are identical across all contexts
C. Online environments reduce gender differences in aggressive behaviour
D. Boys are always more aggressive than girls
C. Online environments reduce gender differences in aggressive behaviour
93
A school counselor is surprised to learn that several girls have been involved in sending hurtful messages anonymously online. Based on research, which explanation is most consistent with the findings?
A. Girls are biologically more aggressive
B. Cyberbullying often shows reduced or reversed gender differences
C. Girls cannot engage in aggression
D. Only boys initiate online harassment
B. Cyberbullying often shows reduced or reversed gender differences
94
A student asks why girls and boys show similar rates of cyberbullying even though boys are more physically aggressive in person. According to the research, the best explanation is:
A. Cyberbullying requires more physical strength
B. Online contexts equalize opportunities for aggression
C. Girls are less capable of using technology
D. Boys prefer relational aggression
B. Online contexts equalize opportunities for aggression
95
A school forms a policy to address cyberbullying and wants to avoid gender stereotypes. Based on the evidence, the best policy recommendation would be:
A. Focus prevention programs only on boys
B. Focus prevention programs only on girls
C. Assume both genders may engage in cyberbullying at similar rates
D. Ignore cyberbullying because gender differences are unclear
C. Assume both genders may engage in cyberbullying at similar rates
96
A teacher assumes a boy in her class will struggle with reading because “boys are usually worse at literacy than girls.” According to the Gender Similarities Hypothesis, what is the main problem with this assumption?
A. Boys cannot perform well in literacy under any circumstances
B. Gender perfectly predicts individual reading ability
C. There is more variation within genders than between them
D. Girls always outperform boys in every reading test
C. There is more variation within genders than between them
97
A school administrator is deciding how to group students for math enrichment. Instead of separating by gender, she groups students by demonstrated skill level. Which principle is she applying?
A. Gender determines academic potential
B. Group differences always outweigh individual differences
C. Gender differences are non-overlapping
D. Individual assessment is more accurate than using gender averages
D. Individual assessment is more accurate than using gender averages
98
A psychologist reviews reading test data and sees that while girls score slightly higher on average, the score distributions for boys and girls overlap almost completely. What conclusion is most appropriate?
A. Knowing a student’s gender does not reliably predict their reading ability
B. Girls are universally stronger readers than boys
C. Boys and girls belong in separate literacy programs
D. The test must be invalid because the averages are close
A. Knowing a student’s gender does not reliably predict their reading ability
99
A parent believes their daughter cannot succeed in STEM “because girls don’t do as well in those fields.” A counselor responding with research would say:
A. Group averages do not determine an
individual’s ability
B. Girls are biologically incapable of STEM success
C. Boys always outperform girls in all math areas
D. Girls can excel only in language-based subjects
A. Group averages do not determine an
individual’s ability
100
A principal wants to create a remedial reading group and considers placing all boys in it because “girls read better on average.” A literacy specialist objects, explaining that many girls read below the average boy and many boys read above the average girl. This reasoning highlights which concept?
A. Gender perfectly predicts reading skill
B. Overlapping distributions mean individuals cannot be judged by group averages
C. Boys require more help than girls in all academic areas
D. Girls never struggle with reading
B. Overlapping distributions mean individuals cannot be judged by group averages
101
A hiring manager assumes a male candidate will be physically stronger than a female candidate because “men are taller and stronger on average.” What mistake is the manager making?
A. Forgetting that height has no biological component
B. Assuming group averages can predict individual traits
C. Ignoring that men and women have identical distributions
D. Assuming strength is unrelated to height
B. Assuming group averages can predict individual traits
102
A teacher expects boys to perform worse in language arts because “girls have higher average reading scores.” This expectation violates the principle that:
A. Cognitive skills cannot be measured reliably
B. Individual variation is greater than group averages
C. Boys and girls differ equally in all domains
D. Reading ability is genetically predetermined
B. Individual variation is greater than group averages
103
A coach believes every male volleyball player will be taller than every female volleyball player. Using the height analogy, what is the most accurate conclusion?
A. The coach is mostly correct because averages reflect all individuals
B. The coach is incorrect because distributions overlap
C. The coach is correct only for elite athletes
D. The coach is correct because gender perfectly predicts height
B. The coach is incorrect because distributions overlap
104
A medical research team is selecting participants for a study requiring tall individuals. If they rely solely on gender (selecting only men), what error are they making?
A. Sampling bias based on overreliance on group averages
B. Correctly applying statistical norms
C. Choosing the group with the smallest height variation
D. Ensuring an unbiased sample
A. Sampling bias based on overreliance on group averages
105
A university advisor places all female students into communication-heavy majors because “women excel at verbal tasks.” What is the problem with this reasoning?
A. Gender determines academic preferences, not abilities
B. Group stereotypes ignore wide individual differences
C. Female students dislike STEM fields
D. Verbal ability has no biological influence
B. Group stereotypes ignore wide individual differences
106
A preschool teacher notices a child consistently refers to themselves as a boy, chooses “boy” labels in classroom activities, and prefers clothing aligned with that identity—even though the child was assigned female at birth. This child is demonstrating:
A. Sex assigned at birth
B. Gender stereotypes
C. Gender identity
D. Instrumental traits
C. Gender identity
107
A parent buys only gender-neutral toys and avoids reinforcing stereotypical expectations, hoping to allow their child to explore identity freely. This parent is influencing gender identity primarily through:
A. Biological factors
B. Peer socialization
C. Family socialization
D. Cultural media exposure
C. Family socialization
108
A child begins kindergarten and quickly adopts behaviours, clothing, and play styles similar to their same-gender peer group. According to developmental research, this reflects the role of:
A. Family socialization
B. Cognitive maturation
C. Peer influence on gender identity
D. Biological sex differences
C. Peer influence on gender identity
109
A 6-year-old becomes confused when watching a TV show where a character’s gender presentation changes throughout the story. This child shows they are still developing their:
A. Gender rigidity
B. Cognitive understanding of gender
C. Emotional regulation
D. Sense of biological differences
B. Cognitive understanding of gender
110
A pediatrician explains to parents that gender identity arises from a combination of biological influences and environmental factors such as culture, media, and peers. This explanation aligns with which perspective?
A. Gender is fixed solely by genes
B. Gender is determined only by learning
C. Gender identity develops through multiple interacting influences
D. Gender identity cannot be studied scientifically
C. Gender identity develops through multiple interacting influences
111
A father becomes uncomfortable when his son wants to wear a princess costume but has no issue when his daughter wants to dress as a firefighter. This pattern reflects research showing:
A. Parents discourage all forms of imaginative
play
B. Parents are more concerned when boys engage in cross-gender play
C. Parents treat boys and girls differently in all domains
D. Mothers show more differential treatment than fathers
B. Parents are more concerned when boys engage in cross-gender play
112
A mother encourages her son to solve problems independently but tends to comfort her daughter more quickly when she is upset. This behaviour is consistent with findings that:
A. Sons receive more warmth and emotional support
B. Daughters receive more encouragement for independence
C. Sons receive more encouragement for achievement and independence
D. Parents treat sons and daughters identically in emotional situations
C. Sons receive more encouragement for achievement and independence
113
A preschool teacher asks parents at a meeting whether they notice differences in how they treat their children. Many parents say they treat their children “the same,” but when asked about toys, they admit giving gendered toys. This supports research indicating:
A. Parents treat sons and daughters differently in every domain
B. Parents treat boys and girls similarly in most areas except gender-role behaviours
C. Parents ignore gender role expectations
D. Parents only follow biological cues
B. Parents treat boys and girls similarly in most areas except gender-role behaviours
114
A father is far more likely than the mother to discourage his son from playing dress-up with dolls, while the mother shows little concern. This aligns with findings that:
A. Mothers show stronger gender-role enforcement
B. Fathers show more differential treatment based on gender
C. Fathers treat sons and daughters the same
D. Mothers discourage cross-gender behaviour more than fathers
B. Fathers show more differential treatment based on gender
115
A child receives a Barbie doll from an aunt. The parents laugh and say, “She’ll love it!” But when the same aunt gives a Barbie to their nephew, the parents react uncomfortably. This real-life example best illustrates:
A. Equal acceptance of cross-gender play
B. Greater social acceptability of cross-gender play for boys
C. Greater social discomfort with cross-gender play for boys
D. Lack of parental influence on gender norms
C. Greater social discomfort with cross-gender play for boys
116
A psychologist studying parenting behaviours notices that girls tend to receive more emotional support and comfort during distress than boys. According to research, this occurs because:
A. Parents see girls as needing more emotional warmth
B. Boys experience more distress than girls
C. Parents prioritize emotional development over independence for boys
D. Girls are less expressive than boys
A. Parents see girls as needing more emotional warmth
117
A parent buys only gender-neutral toys for their 4-year-old daughter, but the child insists on wearing pink dresses and playing with princess dolls. This situation best demonstrates:
A. Parental influence fully determines gendered preferences
B. The pink princess phase overrides all environmental factors
C. A combination of peer influence, cognitive development, and marketing
D. That girls are biologically wired to like pink
C. A combination of peer influence, cognitive development, and marketing
118
A preschool teacher notices several girls in her class wearing princess costumes daily, even when offered other costumes. According to research on the pink princess phase, the most likely explanation is:
A. Strong pressure from teachers
B. Peer groups reinforcing gender-typical behaviours
C. Parents forcing gendered toys
D. Lack of cognitive understanding of gender
B. Peer groups reinforcing gender-typical behaviours
119
Parents wonder why their daughter insists on princess-themed toys even though they actively encourage neutral or “boy” toys. What does this reveal about parental influence?
A. Parental influence has no effect on gender development
B. Parental influence is strong enough to prevent gender-stereotyped behaviour
C. Parental influence is only impactful in adolescence
D. Parental influence has limits when peer, cognitive, and media factors reinforce stereotypes
D. Parental influence has limits when peer, cognitive, and media factors reinforce stereotypes
120
A 5-year-old confidently claims, “Princesses wear dresses and girls wear pink,” and insists this rule is always true. This best reflects:
A. Advanced scientific reasoning
B. Gender rigidity typical of early childhood cognitive development
C. Biological preference for pink
D. Parental control over gender identity
B. Gender rigidity typical of early childhood cognitive development
121
A 4-year-old boy brings a doll to preschool. Other children laugh and say, “Dolls are for girls!” According to research, this reaction is an example of:
A. Cognitive immaturity
B. Gender policing by peers
C. Biological sex differences
D. Teacher reinforcement
B. Gender policing by peers
122
A preschool teacher observes that during free play, girls cluster with girls and boys cluster with boys, even without adult direction. This pattern reflects:
A. Learned helplessness
B. Natural cognitive limitation
C. A strong preference for same-gender playmates in early childhood
D. A lack of social awareness
C. A strong preference for same-gender playmates in early childhood
123
A child tries to join a playgroup of peers who are all the same gender but is told they can't join because “girls don’t play with us.” This is most consistent with:
A. Peer encouragement
B. Gender segregation
C. Parental influence
D. Cognitive bias
B. Gender segregation
124
A 5-year-old boy enjoys drawing with the girls during art time, but after being teased by male classmates, he suddenly stops. What is the most likely cause of this behavioural change?
A. Reduced cognitive ability
B. Peer reinforcement of gender norms
C. Parental punishment
D. Lack of interest in drawing
B. Peer reinforcement of gender norms
125
A teacher notices that a girl who often plays with boys experiences subtle exclusion and teasing from other girls. This is an example of peers:
A. Encouraging gender flexibility
B. Targeting cross-gender behaviour
C. Supporting non-binary identity
D. Rewarding independence
B. Targeting cross-gender behaviour
126
A developmental psychologist finds that children increasingly separate into same-gender groups from preschool through late childhood. This trend best reflects:
A. A decrease in gender awareness with age
B. Increasing gender segregation as children get older
C. A reduction in peer influence over time
D. A biological requirement to avoid the other gender
B. Increasing gender segregation as children get older
127
A boy in Grade 2 wants to join a group of girls playing an imaginative game, but he hesitates because he expects they’ll tease him. Which concept best explains his hesitation?
A. Gender constancy
B. Gender policing
C. Parental reinforcement
D. Gender identity confusion
B. Gender policing
128
A girl regularly joins the boys to play soccer during recess and receives praise for being “sporty.” Which finding does this best illustrate?
A. Same-gender play preference
B. Cultural devaluation of masculine traits
C. Asymmetry in acceptance of cross-gender behaviour
D. Parental influence on peer interactions
C. Asymmetry in acceptance of cross-gender behaviour
129
On a school playground, students naturally separate into mostly all-boy and all-girl groups during recess. According to research, what does this most directly demonstrate?
A. Peer punishment for rule-breaking
B. Gender segregation
C. Social learning from parents
D. Lack of gender stereotypes at young ages
B. Gender segregation
130
A teacher notices that a boy who prefers drawing with girls is often teased, but a girl who enjoys playing basketball with boys is not. What larger cultural process does this asymmetry reflect?
A. Biological differences in athletic ability
B. Marketing targeted at young children
C. Broader cultural devaluation of femininity
D. Increased gender neutrality in schools
C. Broader cultural devaluation of femininity
131
During recess, a child switches from playing with same-gender peers to joining cross-gender games only when older (e.g., age 11–12). Which developmental trend does this reflect?
A. Peers become less important in adolescence
B. Parental control decreases cross-gender interaction
C. Children outgrow gender stereotypes quickly
D. Gender segregation decreases in late childhood
D. Gender segregation decreases in late childhood
132
A 6-year-old boy watches several superhero shows where male characters are strong, aggressive, and save others, while female characters mostly support them. He begins to say, “Girls can’t fight bad guys.” What media effect does this best illustrate?
A. Parental modeling
B. Observational learning of gender stereotypes
C. Gender constancy confusion
D. Selective attention to peers
B. Observational learning of gender stereotypes
133
A parent notices that their daughter suddenly becomes very focused on her appearance after becoming obsessed with a popular kids’ show where all the female characters are glamorous. Which research finding best explains this?
A. Girls naturally care more about appearance
B. Media often portrays female characters as appearance-oriented
C. Children ignore gender cues in media
D. Media influences boys more than girls
B. Media often portrays female characters as appearance-oriented
134
A teacher shows a cartoon episode intentionally designed to avoid gender stereotypes—girls lead the adventure, boys show emotions—but students describe it afterwards as “weird” or “forced.” Why might they react this way?
A. Children dislike new characters
B. Children often resist media that contradicts the 2:1 male-to-female character ratio
C. Non-stereotypical portrayals feel unusual due to constant exposure to stereotypical media
D. Children prefer stories without strong emotions
C. Non-stereotypical portrayals feel unusual due to constant exposure to stereotypical media
135
A media company wants to reduce gender stereotyping in children’s shows. Based on research, which change would likely have the greatest impact?
A. Increase background music variety
B. Show male and female characters equally in competent, active roles
C. Use brighter colours for female characters
D. Reduce total runtime of each episode
B. Show male and female characters equally in competent, active roles
136
A child who watches 4 hours of TV daily frequently imitates aggressive male characters but rarely copies the behaviours of female characters in the same show. Which explanation best fits this pattern?
A. Male characters are more prevalent and portrayed as powerful/action-oriented
B. Boys cannot learn from female models
C. Children only imitate same-gender adults
D. Aggression is easier to imitate than appearance-based behaviours
A. Male characters are more prevalent and portrayed as powerful/action-oriented
137
A parent argues that modern Disney movies like Moana have “solved” gender stereotypes. Based on research, what is the BEST response?
A. Yes — modern films show no remaining gender bias.
B. No — even modern films often give male characters far more dialogue.
C. Yes — the absence of a love interest eliminates stereotypes entirely.
D. No — modern films portray girls as less competent than classic films.
B. No — even modern films often give male characters far more dialogue.
138
A teacher wants to use Disney movies to discuss how gender portrayals have changed over time. Which example BEST illustrates a shift toward more agency for female characters?
A. Snow White singing while cleaning with animals
B. Cinderella waiting for rescue by the prince
C. Ariel giving up her voice to pursue romance
D. Moana choosing her own mission unrelated to romance
D. Moana choosing her own mission unrelated to romance
139
A girl frequently watches modern princess films and says, “Princesses can save themselves now!” However, she also notices male characters still dominate conversations in these films. What does this suggest about gender representation?
A. Stereotypes have been completely eliminated
B. Visual portrayals have changed, but subtle biases persist
C. Dialogue equality is unimportant for gender roles
D. Princess films only influence boys, not girls
B. Visual portrayals have changed, but subtle biases persist
140
A media researcher wants to compare classic and modern princess movies to study gender norms. Which pattern would likely SUPPORT existing research findings?
A. Classic films show more princess autonomy than modern films
B. Modern films include princesses who act independently but still feature male-dominated dialogue
C. Renaissance films remove romance themes entirely
D. Modern films show no gender differences in characterization
B. Modern films include princesses who act independently but still feature male-dominated dialogue
141
A 3-year-old points to a picture and says, “That’s a boy,” but says she could become a daddy when she grows up. Which stage of gender understanding is she demonstrating?
A. Gender constancy
B. Gender stability
C. Gender labelling
D. Gender neutrality
C. Gender labelling
142
A child insists that a boy wearing a dress has “become a girl now.” Which concept is this child not yet showing?
A. Gender labelling
B. Gender stereotypes
C. Gender consistency/constancy
D. Gender preference
C. Gender consistency/constancy
143
A kindergarten teacher notices her 6-year-olds suddenly become very concerned with whether toys are “for boys” or “for girls.” According to cognitive theories, what likely explains this behaviour?
A. They just learned gender labelling
B. They recently developed gender stability
C. They are actively seeking gender-consistent information after achieving gender constancy
D. Their parents recently changed their gender expectations
C. They are actively seeking gender-consistent information after achieving gender constancy
144
A researcher wants to test gender stability. Which question would BEST assess it?
A. “Are you a boy or a girl?”
B. “Will you still be a boy/girl when you are older?”
C. “If you cut your hair, would your gender change?”
D. “Should boys wear blue and girls wear pink?”
B. “Will you still be a boy/girl when you are older?”
145
A 5-year-old confidently states, “Even if a boy wears makeup, he’s still a boy.” What does this reveal?
A. Knowledge of gender labelling
B. Achievement of gender constancy
C. Lack of gender understanding
D. Rejection of gender stereotypes entirely
B. Achievement of gender constancy
146
A 5-year-old child walks into a toy store and immediately notices the “girls’ aisle” and “boys’ aisle.” They ignore toys from the opposite aisle, even when offered a toy they actually like. According to Gender Schema Theory, what is the BEST explanation for this behaviour?
A. The child has already developed gender constancy
B. The child is using gender schemas to filter what they pay attention to
C. The child is biologically predisposed to prefer certain toys
D. The child has been explicitly told which toys to play with
B. The child is using gender schemas to filter what they pay attention to
147
A teacher invites a female firefighter to speak to a kindergarten class. One week later, many students say “the fireman” came to visit. What does this MOST clearly illustrate?
A. Weak memory skills in early childhood
B. Encoding errors due to divided attention
C. Schema-based distortion of gender-inconsistent information
D. The firefighter did not make a strong impression
C. Schema-based distortion of gender-inconsistent information
148
A child sees a picture of a male ballet dancer in a book. Later, when describing the picture to a parent, they say “the girl dancing.” According to research, the MOST likely cause is:
A. Poor visual perception
B. Difficulty remembering occupations
C. Reliance on gender stereotypes to fill memory gaps
D. Confusion between dancing and femininity
C. Reliance on gender stereotypes to fill memory gaps
149
A researcher shows children a video of a woman fixing a car engine. During recall, many children incorrectly state that a man was repairing the car. What is the BEST interpretation?
A. Children have trouble remembering videos
B. Children assume jobs belong to the “typical” gender
C. Children dislike mechanical tasks
D. The video was too short to encode properly
B. Children assume jobs belong to the “typical” gender
150
A parent wonders why their son insists that “only boys can be doctors,” even though the child’s pediatrician is a woman. This belief is MOST likely due to:
A. Poor long-term memory
B. The child’s developing gender schema
C. The child’s inability to understand occupations
D. The parent emphasizing male doctors
B. The child’s developing gender schema
151
A preschooler is shown six pictures: three stereotype-consistent (female nurse, male construction worker) and three stereotype-inconsistent (female mechanic, male kindergarten teacher). During a later test, the child recalls only the consistent pictures. What does this pattern most strongly suggest?
A. The inconsistent pictures were too complex
B. Children selectively attend to schema-consistent information
C. The child was tired during the test
D. The researcher gave unclear instructions
B. Children selectively attend to schema-consistent information
152
A researcher studies girls with higher-than-average prenatal testosterone exposure and finds they show more interest in rough-and-tumble play. This result BEST supports which idea?
A. Play preferences are fully determined by parenting
B. Hormones can shape behavioural tendencies
C. Girls naturally avoid physical play
D. Evolutionary pressures no longer influence behaviour
B. Hormones can shape behavioural tendencies
153
A parent argues that boys are “naturally better” at spatial tasks because of biology. Which response BEST reflects modern research?
A. “Correct—spatial ability is 100% genetic.”
B. “Incorrect—biology actually makes girls better at spatial skills.”
C. “Biology contributes, but experience and environment strongly shape ability.”
D. “Spatial differences are caused only by media influences.”
C. “Biology contributes, but experience and environment strongly shape ability.”
154
A teacher notices that a boy in her class has very nurturing, calm behaviour and prefers expressive play (e.g., dolls, storytelling). Which explanation aligns MOST with research?
A. His behaviour violates biological expectations
B. Biological predispositions allow for wide variation within genders
C. He likely has atypical hormone levels
D. Boys are incapable of expressive social behaviours
B. Biological predispositions allow for wide variation within genders
155
A psychologist claims that “male and female brains are fundamentally different.” Which research finding MOST strongly challenges this claim?
A. Testosterone levels vary across individuals
B. Males have larger brain volume overall
C. Joel et al. (2015) showing brains are mosaics with mixed ‘male-typical’ and ‘female-typical’ features
D. Hormones affect behaviour during adolescence
C. Joel et al. (2015) showing brains are mosaics with mixed ‘male-typical’ and ‘female-typical’ features
156
A company wants to design STEM enrichment programs only for boys, assuming biological predispositions make boys more suited for technical fields. Based on research, what is the BEST critique?
A. Boys have no biological traits relevant to STEM
B. Girls are biologically identical to boys
C. Biological influences exist, but environmental factors strongly affect interests and performance
D. Girls are biologically predisposed to avoid STEM
C. Biological influences exist, but environmental factors strongly affect interests and performance
157
A preschool teacher notices that a girl with CAH prefers toy cars and construction sets, even though her parents actively encourage her to play with dolls. What does this MOST clearly illustrate?
A. Parenting style completely determines toy preferences
B. Prenatal androgen exposure can influence play preferences
C. Girls naturally dislike dolls
D. Children ignore biological factors in development
B. Prenatal androgen exposure can influence play preferences
158
A researcher compares play behaviour in girls with CAH and girls without CAH and finds substantial overlap between the two groups. What conclusion BEST fits this pattern?
A. CAH causes identical play behaviour in all affected girls
B. Biology determines all aspects of gendered behaviour
C. Biological influences create tendencies, but environment and individual differences still play a large role
D. CAH has no effect on behaviour
C. Biological influences create tendencies, but environment and individual differences still play a large role
159
A parent asks whether their daughter with CAH will inevitably grow up to prefer only masculine activities. Based on research, what is the MOST accurate response?
A. Yes—her preferences are biologically fixed
B. No—socialization and personal interests can shape her behaviour alongside biological influences
C. Yes—CAH eliminates the role of environment
D. No—biology has no impact on her preferences
B. No—socialization and personal interests can shape her behaviour alongside biological influences
160
A student is described by teachers as confident during group projects, able to lead discussions, and also very supportive of classmates who are struggling. Which concept BEST describes this pattern?
A. Gender constancy
B. Expressive traits only
C. Instrumental traits only
D. Androgyny
D. Androgyny
161
A 10-year-old child scores high on both independence and emotional sensitivity. Research predicts this child is MOST likely to show which outcome?
A. Low self-esteem
B. Difficulty adjusting to new situations
C. Higher psychological flexibility and better coping
D. Strong preference for gender-stereotyped activities
C. Higher psychological flexibility and better coping
162
A school counselor wants to encourage healthier social development. Which strategy BEST promotes androgyny?
A. Encouraging boys to be assertive but telling girls to be nurturing
B. Teaching all students both leadership skills and empathy
C. Separating activities so each gender can develop strengths independently
D. Rewarding only gender-conforming behaviours in class
B. Teaching all students both leadership skills and empathy
163
A child describes herself as “good at fixing things and helping friends feel better.” Based on research, what is the MOST likely advantage of this combination?
A. She will face more peer rejection
B. She will be less adaptable in stressful situations
C. She may benefit from the flexibility associated with androgyny
D. She will strongly prefer gender-stereotyped roles
C. She may benefit from the flexibility associated with androgyny
164
A company introduces a new policy giving all fathers 16 weeks of paid parental leave. After a year, they notice that fathers who used the leave report feeling more connected to their infants. Which research finding does this MOST closely support?
A. Paternity leave increases traditional gender divisions
B. Fathers who take parental leave show improved father–child relationships
C. Paternity leave decreases men’s life satisfaction
D. Fathers are uninterested in hands-on parenting
B. Fathers who take parental leave show improved father–child relationships
165
A father chooses to stay home with his newborn while his partner returns to work. His relatives criticize him for “not being the provider.” What does this situation BEST illustrate?
A. Androgynous parenting roles
B. Reinforcement of traditional gender-role expectations
C. Biological constraints on father involvement
D. Lack of interest in employment
B. Reinforcement of traditional gender-role expectations
166
A tech company notices that when they offer generous parental leave to both parents, more men begin taking leave and report greater well-being. Why is this change significant for gender roles?
A. It reinforces the idea that mothers should take most of the leave
B. It shows that men do not benefit from time with their children
C. It challenges the traditional breadwinner stereotype and promotes shared caregiving
D. It proves that only men should stay home with children
C. It challenges the traditional breadwinner stereotype and promotes shared caregiving
167
A Grade 3 teacher invites a female engineer and a male kindergarten teacher to speak to her class. What strategy is she using to reduce children’s gender stereotypes?
A. Increasing gender segregation
B. Reinforcing traditional gender schemas
C. Providing counter-stereotypical role models
D. Discouraging cognitive flexibility
C. Providing counter-stereotypical role models
168
A child says, “Boys can’t be nurses.” The parent responds, “Let’s think about that—have you ever met a boy who helps take care of people?” This approach BEST represents which stereotype-reducing method?
A. Enhancing gender constancy
B. Cognitive training through questioning stereotypes
C. Reinforcing gender policing
D. Increasing biological awareness
B. Cognitive training through questioning stereotypes
169
A school district updates their social studies textbooks to include women scientists, men in caregiving roles, and non-binary characters. This intervention relies MOST directly on which principle?
A. Children ignore media representation
B. Stereotypes strengthen with more diverse examples
C. Media diversity reduces rigid gender beliefs
D. Gender roles are unaffected by environment
C. Media diversity reduces rigid gender beliefs
170
A parent encourages their daughter to play sports and their son to try art classes, ensuring both see a variety of role models in books and TV. This parenting style is MOST likely to lead to what outcome?
A. Increased gender stereotype rigidity
B. Reduced flexibility in identity development
C. More diverse and less stereotyped views about gender
D. Greater discomfort with nontraditional roles
C. More diverse and less stereotyped views about gender
171
A preschool adopts a policy similar to Egalia in Sweden—avoiding gendered language and ensuring equal access to all toys. After several months, teachers observe children engaging in a wider variety of play activities. Which finding does this BEST support?
A. Gender-neutral environments eliminate all gender differences
B. Children become confused about their gender identity
C. Reducing stereotypical cues increases behavioural flexibility
D. Children naturally segregate by gender regardless of context
C. Reducing stereotypical cues increases behavioural flexibility
172
A 4-year-old in a gender-neutral preschool says she wants to be a firefighter, doctor, and chef when she grows up. Research suggests this pattern MOST likely results from:
A. Exposure to a wider range of role models
B. Biological changes in career interest
C. Traditional gender-role reinforcement
D. Lack of identity formation
A. Exposure to a wider range of role models
173
Critics argue that gender-neutral preschools are “forcing” children into certain identities. Which statement BEST aligns with research on these programs?
A. They pressure children to avoid gender-typical behaviour
B. They aim to provide more options, not restrict them
C. They eliminate gender identity entirely
D. They only benefit boys and not girls
B. They aim to provide more options, not restrict them
174
A researcher compares a traditional preschool with a gender-neutral one and finds that children from the gender-neutral school show more inclusive peer interactions. What is the MOST reasonable explanation?
A. Removing gendered cues decreases stereotype-driven peer segregation
B. Children in gender-neutral schools experience more peer pressure
C. Gender identity is weakened by neutral environments
D. Traditional schools promote more diversity in play
A. Removing gendered cues decreases stereotype-driven peer segregation
175
A high school updates its student records system to include “male,” “female,” and “non-binary” options. This change MOST directly reflects which broader trend?
A. Increasing pressure to reinforce traditional gender norms
B. Growing legal and social recognition of gender diversity
C. Reduced interest among youth in gender identity
D. Elimination of all gender categories worldwide
B. Growing legal and social recognition of gender diversity
176
A Grade 10 social studies class discusses why many Gen Z students feel comfortable identifying as non-binary or genderqueer. Which explanation BEST matches current research?
A. Gen Z lacks understanding of gender
B. Gen Z rejects all forms of identity labels
C. Gen Z is more open to questioning traditional assumptions about gender
D. Gen Z experiences fewer biological influences on gender
C. Gen Z is more open to questioning traditional assumptions about gender
177
A Canadian teenager chooses “X” for gender on their passport. This decision MOST clearly illustrates:
A. A misunderstanding of the passport system
B. Legal recognition of non-binary identities
C. Government restriction of gender expression
D. The disappearance of gender categories internationally
B. Legal recognition of non-binary identities
178
A parent wants to teach their children to respect gender diversity while also acknowledging cultural traditions. Which approach BEST balances both goals?
A. Teaching only traditional gender roles
B. Avoiding all conversations about gender
C. Encouraging respect for personal identity while explaining historical norms
D. Insisting children identify as non-binary
C. Encouraging respect for personal identity while explaining historical norms
179
A student corrects their teacher and says, “My pronouns are they/them.” The teacher responds respectfully and adjusts their language moving forward. This behaviour BEST reflects:
A. Reinforcement of traditional grammar rules
B. Application of inclusive language practices taught in schools
C. Avoidance of discussing gender identity
D. A refusal to adapt to language changes
B. Application of inclusive language practices taught in schools
180
A parent says singular “they” is new and grammatically incorrect. Which response BEST reflects the linguistic research?
A. “You’re right—singular they only emerged in 2019.”
B. “Actually, singular they has been used in English for centuries.”
C. “Singular they is only used in texting, not formal writing.”
D. “Singular they applies only to objects, not people.”
B. “Actually, singular they has been used in English for centuries.”
181
A school updates its handbook to include pronoun respect guidelines, emphasizing that using someone’s correct pronouns supports their well-being. This policy aligns MOST clearly with which idea?
A. Pronouns are unrelated to identity
B. Language can shape social inclusion and belonging
C. Pronouns should always follow traditional rules
D. Schools should avoid acknowledging gender diversity
B. Language can shape social inclusion and belonging
182
A teacher notices that boys in her class often choose building toys while girls choose art materials. She wants to avoid reinforcing stereotypes. What should she do?
A. Require all boys to do art and all girls to build
B. Provide a wide range of materials and encourage all children to explore
C. Remove all gender-typed toys
D. Separate the play areas by gender
B. Provide a wide range of materials and encourage all children to explore
183
A parent claims, “Boys are naturally better at math than girls.” Which response BEST reflects Hyde’s research?
A. “Yes, the gap is large and biologically fixed.”
B. “Actually, average differences are small and there is a lot of overlap.”
C. “Girls are always better than boys at math.”
D. “Math differences are entirely random.”
B. “Actually, average differences are small and there is a lot of overlap.”
184
A psychologist working with a child considers the child’s family expectations, peer influences, and cognitive beliefs about gender. This reflects which idea?
A. Gender is determined by only biology
B. Gender is shaped by multiple interacting factors
C. Gender stereotypes are always accurate
D. Gender is completely predetermined at birth
B. Gender is shaped by multiple interacting factors
185
A school wants to reduce gender stereotyping in the classroom. Which intervention is MOST aligned with research?
A. Giving students rewards for acting “like boys” or “like girls”
B. Encouraging students to challenge stereotypes and think critically
C. Teaching that stereotypes are always correct
D. Restricting activities to gender-typical choices
B. Encouraging students to challenge stereotypes and think critically
186
A researcher finds two groups (boys and girls) differ slightly on a social skill, but individual scores overlap heavily. What is the BEST interpretation?
A. Group averages matter more than individual differences
B. Individual variation is larger and more meaningful than group averages
C. The groups are completely different
D. The results prove biological determinism
B. Individual variation is larger and more meaningful than group averages
187
A child questions why only girls in movies get to be princesses. The parent discusses stereotypes and explores other possibilities with them. This interaction MOST supports:
A. Passive acceptance of stereotypes
B. Critical thinking about gender norms
C. Reinforcement of traditional roles
D. Avoidance of evidence-based reasoning
B. Critical thinking about gender norms
Child Development
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