HDFS 401 1st Edition Lecture 23Outline of Last Lecture II. Effects of Internet Involvement a. Chat room study b. Internet sex c. Mental Health III. GenderIV. Stereotype V. Behavior Differences a. Boysb. GirlsOutline of Current Lecture VI. Biological Factors in Gender Differencesa. Gender and the Brain VII. Cognitive Developmental Theory a. Understanding Gender VIII.Gender-Schema Theory a. Parental Influenceb. Behavior with Older Childrenc. When Fathers are absent Current LectureBiological Factors in Gender Differences Gender and the Brain - Researchers have found that in female brains, on average, the ratio of gray matter to white matter is relatively larger in male brains, particularly in the social brain regions- Grey Matter: muscles, sensory, memory, emotions, self control- White Matter: communication - Amygdala – processing emotionso Men have larger than women o Women larger orbital – frontal region, more cortex available Additional Differences 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.- There is stronger mirror neuron system in women may contribute to differences in empathy- Men’s brains may be more lateralized than women’s o Corpus Collosum, larger in females- Lateralization – brain sets in its ways - Impacts language, social advantages- Can be impacted by hormones Cognitive Developmental Theory - Kohlber’s Cognitive Developmental Theory of Gender Typing o Children us physical and behavior clues to differentiate gender roles and to gender type themselves very early in life Three Phases In Understanding Gender - (2-3) – Basic gender identity, they are understanding that they are a boy or girl - (4-5) – “Gender stability” – understand their gender and that it is never going to change - (6-7)- “gender constancy” – superficial understanding that if he wears pink – he wont turn into a girl Gender-Schema Theory – An information processing approach - The view that children develop schemas, or naïve theories, that help them organize and structure their experiences related to gender differences and gender roles o Use these schemas to evaluate and explain behavior “girls need to be protected” – girls are fragile Parental Influence on Children’s Gender-Typed Choices- Parents have the strongest influence on children’s early gender typing o Clothing, language - The process starts right after birth o Name, nursery style, toys, activities - Perceive boys and girls differently at birth o Girls- small, soft, and delicate o Boys – strong, coordinated, alert - More verbally responsive with girls – more likely to have conversation and use language - Fathers treat boy differently (rough and tumble play) - Mothers treat kids more similarly Behavior with Older Children - Reward gender – appropriate playo Especially fathers and sons – “you can’t let him wear that”o Encourage independence in boys & dependence in girls o Encourage boys to a greater degree than girls to achieve and complete o Math and Science are emphasized more with boys When Fathers are absent - Young boys sometimes may have problems in their gender role development - Problems are most severe when the father’s unavailability occurs before the boy is 5 years old - Other male models form among the child’s peers - Children reared in lesbian families do not differ in gender role behavior from children reared in heterosexual households For females when Father’s are absent - Teen pregnancy, sexual activity - Doesn’t show up till latero Could explain: relationships before marriage is