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| the state of being male or female |
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| an individuals perception of himself or herself as male or female |
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| widely held and often inaccurate beliefs about males' and females' abilities, personalty traits, and social behavior |
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| actual disparities in behavior between males and females, based on research observations |
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| culturally defined expectations about appropriate behavior for males and females |
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| a person's identification with the traits regarded as (or sense of being) masculine or feminine |
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| a person's preference for sexual partners' gender |
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| orientation toward action and accomplishment, stereotype for males |
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| orientation toward emotion and relationships, stereotype for females |
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| belief that the male is the norm |
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| gender stereotypes since the 1970's |
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| largely stable, especially for men |
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| gender stereotypes since the 1980's |
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| combines statistical results of many studies of the same question, yielding an estimate of the size and consistency of a variable's effects |
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| girls speak earlier and have larger vocabs, better reading scores, more fluency. boys do better on verbal analogies, are 3/4x more likely to stutter and 5/10x more likely to be dyslexic |
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| favor males only in European Americans, boys start to slightly outperform girls in problem-solving during high school |
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| males outperform females consistently |
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| females typically score lower than males by a small percentage, girls self esteem does not drop during adolescence, also effected by socioeconomic status and ethnicity |
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| involves behavior that is intended to hurt someone, either physically or verbally |
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| boys equally likely to use physical and verbal |
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| overlaps with relational aggression, involves covert behaviors in which the target is not directly confronted (ie. spreading rumors), most often used by girls |
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| sexual attitudes & behavior |
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- males and females both negative towards sexual permissiveness - males are more likely to engage in masturbation
1. men have more interest in sex 2. connection between sexy and intimacy is more important for women 3. aggression is more often linked to sexuality for men 4. women's sexuality is more easily shaped by cultural and situational factors |
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yielding to real or imagined social pressure * research does not support that females comform more to peer standards unless they are in a group pressure situation where they must openly disagree with others |
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outwardly displaying ones' emotions sadness, fear, disgust, surprise, happiness, and anger are more visible in women, but not actually experienced more often |
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| men talk more than women, interrupt more than women; women interrupt more when they have more power, so this gender difference is better seen as a status difference |
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women are more sensitive to nonverbal cues * women read happiness better, men read anger better |
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| likelihood of developing any psychological disorder |
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| 1/3 for males and females |
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| common psychological disorders in men vs. women |
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men: antisocial behavior, alcoholism, drug-related disorders (outward) women: depression, anxiety disorders, phobias (inward) |
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| suicide rates among men vs. women |
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| women attempt, men complete more often |
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| true or false: the similarities between men and women outweigh the differences |
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| true. behavior differences are few/small, gender-relevant behavior appears and disappears as gender-role expectations become more or less obvious |
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| social role theory (minor gender differences are exaggerated by the different social roles that males and females occupy) |
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| minor gender differences are exaggerated by the different social roles that males and females occupy |
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| individuals construct their own reality based on societal expectations, conditioning, and self-socialization |
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| distinctions between sex and gender |
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| gender differences in cognitive abilities, aggression, and sexual behaviors are found in (no/few/most/many) culturess. |
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| many, consistently across cultures |
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| males want to maximize reproductive success (sexually active, permissive), females are more selective so males have to compete more (aggression), hunting and gathering (spatial abilities) |
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| right and left halves of cerebrum (the convoluted outer layer of the brain) |
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| verbal and mathematical processing |
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| visual-spatial and other nonverbal processing |
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| (males/females) exhibit more cerebral specialization? |
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| males. they tend to depend more heavily than females on the left hemisphere in verbal processing and the right for spatial |
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| band of fibers connecting the two hemispheres |
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| (males/females) have larger corpus callosums? |
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| females. bilateral organization of female brains accounts for better inter hemispheric transfer |
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| flaw in brain differences |
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| majority of brain development occurs during the first five to ten years after birth, at which time males and females are socialized differently |
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| chemical substances released into the bloodstream by the endocrine glands |
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| male hormones that lead to the differentiation of male and female gential organs in the womb (8-12 weeks) |
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| congenital adrenal hyperplasia |
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| high androgen in the womb leads to "tomboyish", aggressive characteristics |
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- increases sex drive - higher levels of aggresssion * which, in turn, increases testosterone levels |
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acquisition of the norms and roles expected of people in a particular society * teaching children about gender roles |
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| three tribes in New Guinea with reversed and mixed up gender roles that proves they are a result of socialization, in line with Eagly's theory |
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| gender roles are shaped by ____ conditioning? |
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| operant: the power of rewards and punishment |
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| a childs' behavior is influenced by models (parents, siblings, relatives, teachers, tv character, etc.) |
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| young children are more likely to imitate people who are nuturant, powerful, and similar to them |
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| children identify themselves as male or female at age __. |
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| cognitive structures that guide the processing of gender-relevant information |
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| begins when children link the gender schema for their gender to their own self-concept, motivates children to adhere to their schemas |
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| four majors sources of gender role messages |
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| true or false: gender expectations do not vary by socioeconomic status or ethnicity |
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| false. African American families place less emphasis on gender roles, Hispanic promote traditional ones, Asian American families encourage subserviance in daughters |
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| between the ages of __ and __, children seperate into same-gender groups. |
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4/6. this lasts til age 12 according to Macaby, boys and girls develop different subcultures |
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| gender roles in young children |
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boys devalued more for dressing like other gender girls devalued more for playing like boys (rough) boys acheive status by dominating orders girls suggest, not demand |
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textbooks teacher treatmet (more attention to boys) academic and career counseling (males more presigious encouragement) |
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female role variety increased over past 30 years, but still appear less often, are less likely to be employed, and are more often used in secondary/comedic roles commercials, video games, music videos
* children who watch more tv hold more steroptyped beliefs about gender |
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| role expectations for males |
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Definition
1. achievement 2. aggression 3. autonomy 4. sexuality 5. stoicism |
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| real men shouldn't act in any way that might be perceived as feminine |
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| masculinity validated by individual physical strength, aggressiveness, and emotional inexpressiveness |
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| masculinity validated by economic achievement, organizational power, emotional control (even over anger), and emotional sensitivity and self-expression (only with women) |
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| problems with the male role |
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- pressure to succeed, when met with failure, can lead to shame and poor self-esteem * fewer younger men are work-focused than in the past - emotions are supressed, can contribute to stress-related disorders, cause family problems - "macho" sexual image leads men to confuse intimacy and sexual feelings |
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| intense fear and intolerance of homosexuality, more common in males |
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| role expectations for females |
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1. marriage mandate 2. motherhood mandate 3. work outside the home |
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| learning how to attract and interest males as prospective mates |
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| problems with the female role |
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- diminished career aspirations because women don't want to be seen as too masculine as a result of being high achievers - juggling multiple roles (family and career), women have more work to do - ambivalence about sexuality leads to guilt about sexual urges |
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| discrepancy between women's abilities and their level of achievement |
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| discrimination based on gender |
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- limited job access, aka. "pink collar ghetto" - differential treatment (ie. women paid less) - glass ceiling: women cannot advance past a certain point (the opposite is the glass escalator, which means men are promoted more quickly in female fields) |
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| prime reason for changes in gender roles |
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| traditional gender roles no longer make economic sense |
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| strong identification with traditional gender-role expectations is (healthy/unhealthy). |
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unhealthy. high femininity in females > low self esteem and increased psychological distress. high masculinity in males > increased type A behavior, poor health care, greater likelihood of committing acts of sexual/physical aggression, and vulnerability to certain types of psychopathology * relationship satisfaction is lower in heterosexual couple with traditional gender-role identities |
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| the coexistence of both masculine and feminine personality traits in a single person |
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| masculine men, feminine women |
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| masculine women, feminine men |
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| gender-role undifferentiated |
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| males and females who score low on masculine and feminine traits |
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| argued that traditonally masculine men and feminine women feel compelled to adhere to rigid and narrow gender roles that unnecessarily restrict their behavior, androgynous individuals can function more flexibly and are psychologically healthier |
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| Individuals whose partners are (masculine/feminine/androgynous/undifferentiated) report higher relationship satisfaction? |
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| true or false: gender theorists maintain that masculinity and femininity are arbitrary lables that we have learned to impose on certain tratis through societal conditioning. |
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| gender-role transcendance perspective |
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proposes that to be fully human, people need to move beyond gender roles as a way of organizing their perceptions of themselves and others * neither masculine nor feminine traits by definition, instead "instrumental" and "expressive" |
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| which sex is more likely to talk in a mixed gender grouping? |
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| which sex is more likely to ask for help? |
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Definition
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| which sex is more willing to initiate confrotnations in relationships? |
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| true or false: men talk more about personal issues with their friends than women do. |
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| false. they talk more about nonpersonal issues |
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males and females are typically socialized in different "cultures" - males learn a language of status and independance - females learn a language of connection and intimacy |
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| focuses on reaching practical goals and finding solutions to problems (male) |
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| being able to express tender emotions easily and being sensitive about the feelings of others |
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