Chapter 2 Gender – Flashcards

Biological distinction between females and males (chromosomes, gonads, hormones, internal sex organs, external genitals).

XX for females; XY for males

Ovaries for females; testes for males

Greater proportion of estrogen and progesterone than testosterone in females; greater proportion of testosterone than estrogen and progesterone in males

Fallopian tubes, uterus, and vagina for females; epididymis, vas deferens, and seminal vesicles for males

Vulva for females; penis and scrotum for males

Those with mixed or ambiguous genitals. The genitals in these intersexed iare not clearly male or female. Intersex development refers to congenital variations in the reproductive system, sometimes resulting in ambiguous genitals.

Social and psychological characteristics associated with being a female (e.g., easily embarrassed) or a male (e.g., competitive).

the process through which we learn attitudes, values, beliefs, and behaviors appropriate to the social positions we occupy

Psychological state of viewing oneself as a girl or a boy, and later as a woman or a man.

A Generic term for a person of one biological sex who displays characteristics of the other sex. For example, cross-dresser is a broad term for an individual who may dress or present himself or herself in the gender of the other sex.

Individuals who dress or present themselves in the gender of the other sex.

An individual with the biological and anatomical sex of the gender (for example, male) but the self-concept of the other sex (that is, female).

Social norms which specify the socially appropriate behavior for females and males in a society.

Roles defined by biological constraints and can be enacted by member's of one biological sex only for example, wet nurse, sperm donor, child-bearer.

The proper role relationships between women and men in a society

Also referred to as sociobiology, social behaviors (for example, gender roles) are biologically based and have an evolutionary survival function.

any investment by a parent that increases the offspring's chance of surviving and thus increases reproductive success

Derived from the school of behavioral psychology, the social learning theory emphasizes the roles of reward and punishment in explaining how a child learns gender role behavior. This is in contrast to the biological explanation for gender roles.

Freud was one of the first researchers to study gender role development. He suggested that children acquire the characteristics and behaviors of their same sex parent through a process of identification. Girls identify with their mothers: boys identify with their fathers.

theory of gender role development reflects a blend a biological and social learning views. According to this theory, the biological readiness of the child, in terms of cognitive development, influence how the child responds to gender cues in the environment (Kohlberg 1966)

The family is a gendered institution with female and make roles highly structured by gender. The names parents assign to their children, the clothes they dress them in, and the toys they buy them all reflect gender.

The race and ethnicity of one's family also influence gender roles. Although African American families are often stereostyped as being matriarchal, the more common pattern of authority in these families is egalitarian (Taylor 2002)

Though parents are usually the first socializing agents that influence a child's gender role development, peers become increasingly important during the school years.

Women (white women) are socialized to be submissive, passive, and nurturing. They may be predisposed to greater levels of religion and religious influence.

Educational institution serves a an additional socialization agent for gender role ideology.

The concentration of women and men in different occupations.

Such as movies, television, magazines, newspapers, books, music, computer games, and music television videos, both reflect and shape gender roles.

In Spain calls from men as providers and women as homemakers and mother, a feminine culture and social reality is moving steadily toward gender equality and compartmentalizes between genders.

Afghan women may seem horrible to the outsider, some Afghan women who are thoroughly socialized in the culture and tradition may not feel oppressed but rather are accepting of their role.

The idea the women (particularly those who live alone or with their children) disproportionately experience poverty.

an attitude, action, or institutional structure that subordinates or discriminates against individuals or groups because of their biological sex.

The belief that women are innocent creatures who should be protected and supported.

Cut-ting off the clitoris or excising (partially or totally) the labia minora.

Identity tired to work role Limited emotionality Fear of intimacy; more lonely Disadvantage in getting custody Shorter life (by five years)

Higher income and occupational status More positive self-concept Less job discrimination Freedom of movement; more partners to select from; more normative to initiate relationships. Happier marriage.

Longer Life Expectancy Stronger Relationship Focus Keep Relationships on Track Bonding with Children Identity not tied to job

Less income (more dependent) Fertilization of poverty Higher STD/HIV infection risk Negative body image Less personal/marital satisfaction

Freedom of Movement Greater Available Pool of Potential Partners Norm of Initiating a Relationship

A blend of traits that are stereotypically associated with masculinity and femininity

a view of androgyny that is devoid of the negative traits associated with masculinity (aggression) and femininity (being passive)

Abandoning gender frameworks and looking at phenomena independent of traditional gender categories.

Abandons the notion of gender as natural and emphasizes that gender is socially constructed.

A. SEX Biological distinction between females and males (chromosomes, gonads, hormones, internal sex organs, external genitals). B. GENDER Social and psychological characteristics associated with being a female (e.g., easily embarrassed) or a male (e.g., competitive). C. GENDER IDENTITY Psychological state of viewing oneself as a girl or a boy, and later as a woman or a man. D. TRANSGENDER Generic term for a person of one biological sex who displays characteristics of the other sex. For example, cross-dresser is a broad term for an individual who may dress or present himself or herself in the gender of the other sex. E. GENDER ROLES Socially dictated behavior for women and men (e.g., women typically do more housework/child care than men). F. GENDER ROLE IDEOLOGY Beliefs about the proper role relationships between women and men (e.g., traditionally man initiates first interaction with woman). G. GENDER DIFFERENCES IN VIEWING ROMANTIC RELATIONSHIPS 1. MEN BELIEVE: a. Cohabitation improves marriage. b. Men control relationships. c. People will "cheat" if they feel they will not be caught. 2. WOMEN BELIEVE: a. Love is more important than factors like age and

A. BIOSOCIAL/SOCIOBIOLOGY Emphasizes that gender roles have a biological basis and an evolutionary survival function. B. SOCIAL LEARNING Gender role behavior is learned through being rewarded for some behaviors and punished for others. C. IDENTIFICATION Children acquire the characteristics and behaviors of their same-sex parent through a process of identifying with that parent. D. COGNITIVE-DEVELOPMENTAL THEORY Gender role acquisition depends on the mental maturity of the child. Once children learn the concept of gender permanence (age 6 or 7), they seek to become competent members of their gender group.

1. MEN BELIEVE: a. Cohabitation improves marriage. b. Men control relationships. c. People will "cheat" if they feel they will not be caught. 2. WOMEN BELIEVE: a. Love is more important than factors like age and race in choosing a mate. b. Couples stop "trying" after they marry. c. Women know when their men are lying.

Emphasizes that gender roles have a biological basis and an evolutionary survival function.

Gender role behavior is learned through being rewarded for some behaviors and punished for others.

1. TRADITIONAL FAMILY MODEL IN SPAIN CALLS FOR: a. Men as providers. b. Women as homemakers and mothers. 2. MOVING STEADILY TOWARD: a. Gender equality. b. Complementariness between genders. B. AFGHANISTAN UNDER THE TALIBAN 1. Life of women under the Taliban was cruel, demeaning, and often fatal. a. Women were not allowed to go to school or to earn an income. b. Women could not leave the house unless accompanied by a male relative. c. Some women drank bleach rather than live in this environment. C. CARIBBEAN FAMILIES Caribbean families in the Bahamas, Jamaica, Barbados, Trinidad, Guyana, etc. are typically composed of an single woman and her children. Men may have children with many women but live with none of them on a full time basis. D. EAST AND SOUTH AFRICA Africa is a diverse continent with 50 separate nations. The cultures range from Islamic/Arabic cultures in Northern Africa to industrial and European-influenced cultures in South Africa. In some parts of East Africa (e.g., Kenya),

A. NEGATIVE CONSEQUENCES OF FEMALE ROLE SOCIALIZATION 1. Less education/income 2. High STI/HIV infection risk 3. Negative body image 4. Less personal/marital satisfaction B. POSITIVE CONSEQUENCES OF FEMALE ROLE SOCIALIZATION 1. Longer life expectancy 2. Stronger relationship focus 3. Keeping relationships on track 4. Bonding with children C. NEGATIVE CONSEQUENCES OF MALE ROLE SOCIALIZATION 1. Identity synonymous with occupation 2. Limited expression of emotions 3. Fear of intimacy 4. Custody disadvantages 5. Shorter life expectancy D. BENEFITS OF TRADITIONAL MALE SOCIALIZATION 1. MEN TEND TO HAVE: a. More freedom of movement. b. More potential partners from whom to select. c. Cultural freedom to initiate relationships. 2. MEN WHO WANT TO MARRY A TRADITIONAL WIFE: a. Are religious. b. Do not believe in divorce. c. Believe that a wife making more money than her husband weakens the marriage

1. Androgyny may be physiological (e.g., intersexed individuals) or behavioral, wherein the blending or reversal of traditional male and female behavior occurs. 2. Positive androgyny is devoid of the negative traits associated with masculinity and femininity. B. GENDER ROLE TRANSCENDENCE: Is the abandonment of gender schema so that personality traits and social and occupational roles become divorced from gender categories (e.g., men and women may be and display any behavior they want without fear of social stigma). C. GENDER POSTMODERNISM: Is the dissolution of male and female categories and creation of a "third sex" of "trans" people, which would involve new social structures based on the principles of equity, diversity, and the right to self-determination.

1. Occupational choices traditionally reserved for women or men need no longer be off the table for the other sex. 2. Dating roles whereby the woman initiates and the man is passive or marital roles whereby the woman is the primary breadwinner and the man is the child-focused homemaker become options.

1. Women and men will develop characteristics, lifestyles, and values that are independent of gender role stereotypes. 2. Characteristics such as strength, independence, logical thinking, and aggressiveness will no longer be associated with maleness, just as passivity, dependence, emotions, intuitiveness, and nurturance will no longer be associated with femaleness. 3. Relationships will become more egalitarian.