PSYC 1103 1nd Edition Lecture 10 Outline of Last Lecture I. Peer RelationsII. Peer StatusIII. What makes friendship so special?Outline of Current Lecture IV. Theories of Gender DevelopmentV. StereotypesVI. Gender DifferencesCurrent LectureGender Development“Sugar and spice and everything nice, pink”- girls“Snips and snails and puppy-dog tails, blue”- boysTheories of Gender Development- Socializationo Parents, teachers, peers, media influence gendered behavioro Two cultures (Maccoby) Peer socialization through sex segregation Growing up apart, coming together- Negative implications when boys and girls try to form heterosexual relationships- Trying to mesh these two behavior styles causes conflict- Children’s toys: boyso Guns, racecars, trains, tee baseball, blocks, Legos- Children’s toys: girlso Domestic themes: Barbie, Barbie house, kitchen sets, ironing boards, princess dresses These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Media imageso What do these images say about masculinity Previous action figures: skinny, not muscular Current action figures: muscleso If you want to be an exemplary male you have to be muscularo What do these images say about feminity? Attractive, shorter skirts, long beautiful hair- Cognitive-developmental theory (Kohlberg)o Sequence in understanding gender Gender identity- Gender labeling others (2yrs)- Gender labeling self (3 years) Gender stability (3-4)- Gender remains stable over timeo Gender police Police themselves back into a certain gender to make sure you are actually being a girl or boy. Children believe they can change their gender if they change their clothes- so need to stay a specificgender until reach constancy Gender constancy (6 years)- Gender stable across situationso Superficial changes in appearance- Gender Schema Theory (Bem; Martin & Halverson)o Gender schema Mental framework; organized set of beliefs and expectationso Classify -> attend/remember vs. ignore/forget - Social-cognitive theory (Bandura)o Observation Learn about gender from models- Look up to older people; parents then imitate o Enactive experience Learn from others reactions to their behavior Encouraged or discouraged to play with certain toyso Direct teaching Parent tells child “boys don’t cry!”o Child internalizes and becomes self-directed- Biological accountso Genetic/hormonal differences CAH (congenital adrenal hyperplasia) studiesThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Girls exposed these types of hormones have increases in male qualities- anger- Evolutionary accountso Different evolutionary pressures for men and women Sexual selection: quality vs. quantity Hunt & gather vs. tend & befriend- Females need to be kind gentle nurturing (relationship-focused)- Males need to be competitive dominant aggressive (hierarchy focused)- Social role theory (Eagly)o Culturally constructed gender roles Prescriptions for how men and women should behave E.g., women should be the caretakers, men should be the breadwinners Trickle down, prescriptions for boys and girls- prepare their children for their adult roles so they are passed down to the childo Stereotypes based on expectation traits correspond to roles Women/girls expected to be more affiliative- Communal goals Men/boys expected to be more assertive- Instrumental goalsStereotypes- Emerge early (20 months)o Earlier in some girls (14 months)- Influence behavioro E.g., choose unfamiliar toy because labeled for own gendero Martin et al. (1995 Novel toys varying in attractiveness Gender label “this is a toy girls really like” or control Attractive toys lose appeal if labeled for other gender and expect same preference among other girls and boys- Experiences in turn shape stereotypeso Observe which toys boys and girls usually play with- Boys more likely than girls to endorseo Boys more rigidly gender-typed in their behavioro Not just preference for “masculine”- actively avoid feminine activitiesGender differences- What ways are men and women similar or different?o Gender similarity hypothesis (Hyde) Many effect sizes are small in magnitudeThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- E.g., If gender accounts for 15% of variance, 85% is explained by other factors Considerable overlap between men and women- Height, weight Focus within gender heterogeneity- Not just root differences but also individual differenceso BUT… Different does not mean inferiority- But socially constructed that women are inferior to men Even small effects can be important- Variants account for any one given variable, usually quite small Acknowledge individual differences while understanding mean level differences- Interpret what those things mean and the implications they have in our actual experiences as men and womenThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a