Gender Flashcards

(44 cards)

1
Q

Sex role stereotypes

A

Shared set of expectations that society has about normla behaviours for men and women

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2
Q

Primary socialisation sex role

A

Main influence
learned

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3
Q

Secondary socialisation sex role

A

Reinforces primary to a lesser or greater degree

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4
Q

Factors affecting sex role stereotypes

A

Language
Toys and clothes
Careers
The media

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5
Q

Strength of sex role stereotypes

A

P- supporting research
E- sood et al found 12% primary teachers are male and 3% nursery male. Female nurturing qualities
L- caring careers will continue to be female dominated but society is missing out on both gender contributions
H- times are changing 2022 18% medium smal enterprises led by women

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6
Q

Androgyny

A

When a person displays both female and male characteristics

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7
Q

Bems sex role inventory

Androgyny

A

1975
Asked 100 American undergraduate wrote down 200 desirablr personality traits for men and women then reduced to 40 stereo traits
Then she added 20 gender neutral to reduce social desirability

Then had to rate the selves likert scale never to always true then added up and was rated masuline feminine or andrognous

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8
Q

What is low male and low female score

BSRI

A

Undifferentiated

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9
Q

klinefelts syndrome

A

xxy
1 in 1000 in uk
tall
reduced fertility
less facial hair
wide hips
predominant breasts
susceptible to breast cancer and heart problems
poor language skills
anxiety

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10
Q

turners syndrome

A

missing x
1 in 2000
ovaries fail to develop
short
broad chest
organ abnormalities
lack of periods
infertility
high reading ability
low memory and maths skills
socially immature

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11
Q

strength of atypical sex chromosome patterns

A

P- both syndromes can be diagnosed prenatally thru amniocentesis
E- can speak to professionals on how to cope with the physical and psychological affects.
L- strength as parents can feel more confident
H- the process can lead to small chances of miscarriage or van lead to parents wanting to abort child.

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12
Q

rl, inad, adopt char, gen neu

strength for androgyny

A

can be applied to real life
encourage children to adopt both characteristics to reduce feeling of being an inadequate gender
means young people dont feel restricted and can encourage them to do what they want in life

however more children raised as gender neutral and gender n still is heavily critiqued so has a lot of work to do.

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13
Q

role of chromosomes

A

contains androgens determine which genitalia grows and determines hormone levels

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14
Q

genes, hormnoes, sex

theory role of hormones

A

genes determine which hormones testosterone, oestrogen and oxytocin produced in sex development.

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15
Q

testosterone behavioural effects

A

competitiveness and agression

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16
Q

oestrogen behavioural effects

A

Governs puberty and supports pregnancy

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17
Q

oxytocin behavioural effects

A

feel of calm, physically wound heals

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18
Q

sr, rats, oxytocin, animals

strength of chromosomes and hormones

A

P- supporting research on rats
E- van leengoed injected an antagonist of oxytocin into rats after birth, showed delay in maternal behaviours
L- shows importance of oxytocin and gender is caused by biology
H- this suffers from anthromorphism as cant generalise

19
Q

kohlbergs theory

A

children develop an understanding about gender as they develop.

identity
stability
constancy

20
Q

kids

gender identity

A

2-3
label them selves correctly based on appearance
doesn’t understand gender stays the same

21
Q

gender stability

A

4-5
gender stays the same over time
doesn’t understand gender doesnt change if physical appearance changes

22
Q

gender constancy

A

6-7
gender is constant and stays the same

23
Q

imitation of gender role models

A

age 6 seek out gender appropriate role models

24
Q

strength of kohlberg

A

P- its holistic
E- kohlberg considers the role of biology as children develop and they engage in social learning when imitating behaviours
L- truly understands children’s gender interpretations and study the whole child
H- doesnt explain how gender understanding develops

25
gender schema
set of beliefs and expectations about a gender which give us clues how to act. as schemas expand as we get older it creates a framework for experience. 6- child formed a fixed stereotypical veiw about what is appropriate for each gender. disregard info that doesnt fit in gender schema 8- see items and subjects as appropriate for each gender
26
ingroup and outgroup schemas
group child belongs in is the ingroup and they will act accordingly to fit into the in group
27
impact on peer relationships
see gender segregation when they avid children of the oppposite sex as they are nit like me
28
strength of gender schemas theory
P-holistic theory takes into multiple factors that influence gender development E- considers both environmental and cognitive factors of how children process and interpret info to create gender schemas L- strength as studying the whole child H- doesnt consider biology kholberg considers brain maturation
29
# oedipus, electra, submissive, fixation freud psychoanalytic theory of gender
oedipus-3-4 boys fancy mum, see dad as rival, castration anxiety, identify with father leads to internalisation electra- attracted to mum then goes when reliase mum doesnt have a penis. blames mother for lack of penis, penis envy, fancys dad, wants baby instead, identifes with mum and internalises females more submissive and identification is not as strong and they are not as fearful due to experiencing castration , stages unresolved causes fixation.
30
strength of freud theory
p- supporting research e- morey, 50 boys gender disturbed, assesed how distrurbed, strong gender disturbance were more feminine & introverted . 75% of those boys had neither their biological father nor a substitute L- raised with no father may have a negative impact on gender identity, boys could not identify with a father and therefore did not feel strongly masculine. H- bos compared data from 63 children parents lesbians and 68 children ‘traditional’ families. raised by lesbians felt less pressure to conform to gender stereotypes and were less likely to assume their own gender was superior. This suggests that the absence of a father does not necessarily affect gender identity development. | support research morey bos
31
weakness of freud theory
P- highly unscientific. E- Oedipus and Electra complex are nearly impossible to investigate as a result of them being internal and happening unconsciously. L- weakness cannot be certain the absence of the same-sex parent has any impact on gender identity development. F- outdated as it was written around 1900 at a time when technology was not yet evident. now gene mapping, hormonal testing and brain scans.
32
banduras theory on gender
1) live models and symbolic models are same sex 2) more likely to imitate the role model if they identify with them 3) attention -retention- remembering how to perform -motor reproduction- can i do it -motivation- reward 4) direct reinforcement- receive consequences -indirect- see others receive consequences 5) differential reinforcement- encouraged to show gender appropriate behaviour 6) vicarious reinforcement-sees good consequence, they copy
33
# sr, london, environ influ, strength of bandura on gender
p- supporting research e- london studied 60 boys 60 girls 5 to 13. boys spend more time in leisure activities, sports and computer games. girls watch tv l- environment influences activities f- mead found in tchambuli tribe roles r reversed woman are leaders.
34
# twins, difference, idiographic, cant explain develooment weakness on bandura gender
p- applies to everyone but cant explain gender differences in twins or siblings e- one twin can be more masculine then other despite the same nurture and nature l- weakness should have same behaviours but dont so better suit idiographic theory f- cant explain gender understanding and identity changes with age assumes no developmental stages.
35
# norms, culture impact on bio, mead, buss culture on gender
different norms in different cultures traditional and non-traditional. individualist culture focus on themselves if gender was purely biolgical then a culture would have no impact.so studying culture allows to assess which gender is biological or culturally determined. mead- suggest gender changes based on cultural background. 3 tribes in Papua new guinea. 1 men and women feminine 2 men and women masculine 3 women dominant buss- 10000 ps from 37 cultures found women look for wealth in men and woemn from collectivist cultures are more ambitious
36
# sr, hofstede, trad stereo, cultural cont, media over traditions strength on culture in gender
p- supporting evidence e- hofstede argues in industrialised cultures the active role of women in the work place breaks traditional stereotypes. traditional cultures women are still traditional roles l- gender roles are determined by cultural context h- media overrides cultural traditions due to modernisation meaning those studies are out of date. lack temporal validity
37
# rm, am, bussey, kivran, se, info media on gender
provide symbolic role models abstract modelling- images from media integrates into view of the world bussey- media men are independent and ambitious. women are dependant and unambitious. in tv men were autonomous roles an women had famillial roles. kivran swaine- looked at 78000 twitter messages women used more intense adverbs. self efficacy- beleif in ability to carry out behaviours. media can gives information on success of genders and restrict future opportunities
38
# love island, sex, reality affect on gender, take diff approach strength of media in gender
p-supporting evidence e- denby found love island as presenting female contestants as overly emotional and reflecting sterotypes aswell as there being a sexual double standard where males are celebrated for their sexual prowness and women wernt l- cultivates perception of reality and affects gender behaviour h- more effective to take interactionist approach. media representations influence are understood within the context of face to face interactions and differences in people lifes.
39
# how to gather research weakness on culture in gender
p- imposed etic e-researchers sue methods and tools applicable in their own culture but alien to other cultures. instead should introduce indigenous psychologists l- suffers culture bias
40
# how many people atypical gender devlopement
400000 people say they feel mismatched gender identity in uk. biological explanation
41
# gene map, long and, reduces t, atypical gender devlopement biological explanation
hare et al used gene mapping and looked at dna of 112 m-to-f transexuals. found correlation between gender development and a longer androgen receptor gene which can have an effect on gender as it reduces affects of testosterone. heyles found 39% of mz twins were concordant for GD compared to 0% of siblings
42
atypical gender devlopement biological explanation brain sex
bnst in thalamus is involved in emotional responses and male sexual behaviour, larger in mne. found that the size of the bnst is the size of the gender they identify with.
43
one weakness of atypical gender devlopement biological explanation
p- results of twin studies do not establish cause and affect. e- concordance rate is only 39% if it was purely biological the figure would be a lot higher l- suggests there are other factors affecting f- samples sizes are around 50 ps meaning it can be generalised to 400000 people suffering
44
one strength atypical gender devlopement biological explanation
p- supporting research e- white matter found in the brain before hormone treatment changed after hormones to the gender they identified with. l- suggests there are earlier differences in the brain of transgender h- in the study of the bnst they were examined during post mortems which doesnt show the live differneces.