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CHAPTER 11 - GENDER
I.
SEX STEREOTYPESA.
Definition - general beliefs based on sex.1.Masculine stereotype2.
Feminine stereotype
B.
Maintenance of stereotypes - 2 biases1.Confirmatory bias
- people note when others conform to stereotype as proof 2.
Selective inattention- Inconsistencies ignored/explainedSex stereotypes are schemas that organize our thinking
- often distort thinking & memory- easy to remember confirming examples & hard to remember contradictory ones
C.
Impact of stereotypes1.
Evaluate people more positively if consistent with stereotype2.
Men seen as able, women as giving effort for same male-typed
achievement3.Males denigrated if conform to female stereotype
=>Both sexes constrained to conform to stereotypes
D.
Origins of Stereotypes1.
Home
- parents treat kids differently from birth2.
School
teachers respond differentially3.Peers- children intolerant of sex-inconsistent behavior
 
4.
Media- extremes of sex-typed behavior
E.
Cross-cultural results110 non-industrialized societies% Societies where pressure greaterAttributeFor BoysFor GirlsNurturanceObedienceResponsibility
Achievement
Self-reliance- first goal is for all children to behave**- second goal is to socialize child to conform to sex stereotypeII.
SEX TYPING
- identification with own sex
A.
Gender identity
- knowledge of ones sex and realization that sex is unchanging1.
initially categorize on superficial characteristics2.by age 3 categorize self accurately- but do not realize sex is permanent3.by 5-7 realize sex is unchanging & have stable identity based on own sex
B.
Gender roles- beliefs about what the sexes are supposed to be like & do1.
Knowledge of stereotypes
- by 2.5, some knowledge
- by 10, complete knowledge2.
Adherence to stereotypes=> more rigid at times when sex identification is more relevant
C.
Sex-typed behavior- favor activities typed for own sex1.
by 14-22 months, prefer sex-typed toys18-24 mo = no opposite-sex toys
 
2.
by 2 years for girls & 3 for boys, prefer same-sex playmates3.Sex differences
- boys adopt sex-typed behaviors & preferences quicker- girls more likely to retain cross-sex interests
=> boys = more pressure to conform4.
Stability of sex-typing- fairly stable from childhood to adulthood- but some flexibility
B.
Theories of Sex-Role Development1.
Psychoanalytic Theory (Freud)- social & biological factors- everyone is bisexual at birth- sexual identity = identification with same-sex parent2.Biosocial Theory (Money & Ehrhardt)
- biology channels development
- via childs & others reactions3.
Social Learning Theory (Bandura, Mischel)
Parents influence sex development
- direct instruction
- reinforcement & punishment
- encourage sex-typed behavior by age 2- observational learning
- imitate same-sex models
- reinforced for this imitation
BUT
- observation of same-sex models mostly happens after 64.Cognitive-Developmental Theory (Kohlberg)- sex-role development depends on cognitive development
- children actively socialize themselves- 1
st
establish stable gender identity
- then seek models & information
Role of developing cognitive abilities & childs motivation
- encourage sex-role development at 6+ years
BUT
children show sex-typed behavior before they actively seek such information5.
Gender-Schema Theory cognitive (Martin & Halverson)
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