PSYC 300 1st Edition Lecture 8Outline of Last Lecture I. Gender AwarenessII. Key Concepts in Gender Self ConceptIII. Gender Identity DisorderIV. Prenatal developmentV. Turners syndromeOutline of Current LectureI. Gender AwarenessII. Boys and Girls Seem DifferentIII. Documented DifferencesIV. Biological DifferencesV. The History of PinkVI. Children’s Knowledge and Beliefs about GenderVII. Gender-Related Activities and InterestsCurrent LectureGender Awareness The boy, Dyson, wanting to do girl things and dressing up as a girl and the mother had a hard time accepting the fact that her boy was like this (mother wrote “My Princess Boy”) Breast cancer app: your man reminder-reminds you to do a breast exam through good looking men Nerf guns for females with the colors pink and turquoise  A student with a unisex name said her mother purposely named her with a unisex name to give her more opportunities in life Che Men’s magazine-a monthly Belgian publication for men on male interests and objectifies women An ad took out a women’s whole face (seeing the woman as an object and not as a person German dad protects son from bullies by wearing a skirt and it helped stop the bullying that the kid received Battle ship game that had the boys playing battle ship and the women doing work in the background Huggies used male parents to advertise their products Boys and Girls Seem Different Interests and playthings Activity levels Physical strengths Emotional reactions Relational styles Attention spans Intellectual aptitudesDocumented Differences Boys have more likely to:Have learning and developmental disorders (4x more likely to be diagnosed with autism, ADHD and dyslexia)To die in accidentsTo successfully commit suicide Girls are more likely to:Suffer from depression, anxiety and eating disordersGirls attempt suicide more often Girls get better grades than boys at all ages Boys outscore girls on SAT Girls make up 57% of college students today Women earn less than 80 cents per men’s dollarBiological Differences Boys’ brains are larger than girls by 8-11% Girls’ brains finish growing about one to two years earlier than boys There are small sensory processing, memory, language, frontal lobe development and neural speed/efficiency differences seen at birth but….. Girls’ and boys’ brains are remarkably similar, much more similar than the differences found in adult brains And, do not account for the large differences seen in behaviors, attitudes, interests, etc.The History of Pink In the early 1900s, boys and girls all wore white (easier to clean – bleach)  In 1920s, the generally accepted rule is pink for boys (“a more decided and stronger color”) and blue is prettier for girls (is delicate and dainty)[ 1940s: pink began being associated with girls due to influences of clothes retailers/merchandisers 1960s-1970s: influenced by the feminist movement, pink is “out” as a girl colorUni-sex clothes were popular (Sears magazine for two years in 1970s pictured no pink toddler clothes) 1970s – mid-1980s: gender neutral colors were popular 1985: pink makes a comebackBacklash to feminism: women wanted their girls to look like girlsPrenatal testing: allowed expectant mothers to know sex of their babyClothing merchandisers: having distinct colors increased clothing sales (parents wereless likely to use hand-me-downs)Children’s Knowledge and Beliefs about Gender Distinguishing between females and malesFrom birth, infants are surrounded by cues signifying genderClothes/toy colorReactions from othersAge DevelopmentBy 4 months Can place female/male faces in different categoriesBy 6 months Can recognize gender differences in voicesBy 2 to 3 years Start developing their gender identityBy 2 to 2.5 years Can identify boys and girls; use clothingBy 3 years Almost all children can identify whether they are a boy ora girlAgeBy 2 years Associate specific objects and activities with females and malesBy 3 years Have gender stereotypes for toys, clothing, activities, occupations, etc. 3-5 years Knowledge of gender-stereotyped activities and occupations grows rapidly5-7 years Gender stereotypes are very rigid.7-12 years More flexibility in gender stereotypes.Adolescence andolderGender stereotypes become less flexible again.Gender-Related Activities and Interests Physical performance and sportsPreschool and elementary yearsGirls and boys similar in motor skillsChildhood through adolescenceBoys have increasingly better motor skills compared to girls Differential opportunitiesHormonal changesSocial changes1972 - Title IX of the Education AmendmentHas dramatically increased participation of girls and women in