Psychology of Women and Gender Half The Human Experience + 9th Edition Else Quest Test Bank Download

Else-Quest and Hyde, The Psychology of Women and Gender 9e
SAGE Publishing, 2018
Psychology of Women and Gender Half the

Human Experience + 9th Edition Else Quest
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Chapter 6: Gender and Emotion

Test Bank
Multiple Choice
1. The stereotype that women are the more emotional gender ______.
A. is found only in developed, Western cultures
B. is very accurate
C. differs across ethnic groups in the United States
D. is found in most cultures around the world
Ans: D
Cognitive Domain: Knowledge
Answer Location: Emotionality
Difficulty Level: Easy
2. Fear, happiness, love, and sadness are ______.

A. the first emotions expressed by newborns
B. emotions experienced by women reading romance novels
C. female-stereotyped emotions
D. emotions experienced more by teenage girls than teenage boys, but the gender
difference disappears in adulthood
Ans: C
Cognitive Domain: Comprehension
Answer Location: Specific Emotions
Difficulty Level: Medium
3. The research on gender and emotional expression indicates that stereotypes of

gender and emotional expression differ across ethnic groups. This is an example of
______.
A. the cultural stereotypes effect
B. subculture variations
C. ethnocentrism
D. cultural display rules
Ans: B
4. Research on gender stereotypes of emotions shows that ______.

A. among African Americans, women are stereotyped as expressing about as much
anger as men
B. Among Asian Americans, women are stereotyped as expressing more anger than
men
C. Among Whites, women are stereotyped as expressing about as much anger as men
D. there are few variations between ethnic group stereotypes of women and anger
Ans: A
5. When a really major stereotype violation that we cannot ignore occurs, we are likely
to ______.
A. respond positively to the stereotype violator
B. respond negatively to the stereotype violator
C. violate our own stereotypes later on
D. put more effort into not violating that stereotype
Ans: B
Answer Location: Some Consequences of Gender Stereotypes About Emotion
6. In a study by Barett and Bliss-Moreau (2009), participants viewed pictures of faces

expressing sadness, fear, anger, and disgust. The researchers found that, for sadness,
fear, and anger expressions, ______.
A. women’s emotions were attributed to situational causes
B. men’s emotions were attributed to dispositional causes
C. women’s emotions were attributed to dispositional causes
D. there were no differences in the attributed causes of men’s and women’s emotions
Ans: C
7. A feminist analysis of emotion stereotypes indicates that ______.

A. to gain power, women will have to learn to control their emotional expression
B. emotion stereotypes are one of the ways in which one group maintains power over
another group
C. men need to express more emotions to even the power between the genders
D. emotion stereotypes about women are much less frequent now than they were in the
past
Ans: B
Answer Location: Gender and the Politics of Emotion
8. The expression “Boys don’t cry” is an example of a(n) ______.

A. emotion experience
B. emotion rule
C. difference in emotion experience between genders
D. display rule
Ans: D
Answer Location: Emotional Expression and Display Rules
9. Activation of a certain brain region may create a particular psychological state, but
the reverse process occurs as well: Behavior and experience can create changes in the
brain. This highlights ______.
A. the difficulties in changing brain patterns
B. how easily we become reactive
C. automatic nervous system activation
D. the plasticity of the brain
Ans: D
Answer Location: Measuring Emotion
10. Facial electromyography, skin conductance, and electroencephalograms are all

______.
A. ways researchers measure emotion
B. ways that humans express anger
C. ways that psychiatrist diagnose mood disorders
D. expressions of emotion found in adults, but not children
Ans: A
11. When undergraduates viewed film clips designed to stimulate either happiness,
sadness, fear, or disgust, ______.
A. men were more facially expressive than women
B. women showed more skin conductance reactivity than men
C. men showed more skin conductance reactivity to the fear films than women did
D. men and women were equal in their facial expressions
Ans: C
Answer Location: Experience Versus Expression
Difficulty Level: Hard
12. Kring and Gordon (1998) found that androgynous people were more facially
expressive than masculine people. From this finding, we can infer that ______.
A. sex plays a bigger role in emotion expression than previously thought
B. gender roles are important in determining which emotions we express or do not
express
C. we get parallel data when we measure outside of the gender binary
D. gender plays a bigger role in emotion experience than emotion expression
Ans: B
Cognitive Domain: Analysis
Answer Location: Experience Versus Expression
13. Emotions such as guilt, shame, pride, and embarrassment are examples of ______.
A. identity emotions
B. unconscious emotions
C. self-conscious emotions
D. submerged emotions
Ans: C
14. Chaplin and Aldao (2013) found that among the female-stereotyped emotions,
gender differences were generally close to zero or very small, with the exception of
_____.
A. happiness
B. shame
C. sadness
D. fear
Ans: B
15. In language, ______.

A. negative emotions are used to describe women and positive emotions are used to
describe men
B. Asian Americans use more emotion words than White Americans
C. White men use more emotion words than African American women
D. girls and women use more emotion words than boys and men do
Ans: D
Answer Location: Emotional Intensity
16. In an experiment by Grossman and Wood (1993) that encouraged both men and
women to express their emotions, ______.
A. men expressed as much emotion as women did
B. women showed more facial expression of emotion than men did
C. Black men expressed more emotion than White women did
D. Asian American women expressed as much emotion as White men did
Ans: A
Answer Location: Emotional Intensity
17. Erandi, a woman, is able to accurately perceive and appraise others’ emotions. She
uses her knowledge and analysis of emotions to inform decisions and to help regulate
the emotions of herself and others. Based on the research, Erandi likely ______.
A. has similar emotional competence to most men
B. has higher emotional competence than most men
C. has lower emotional competence than most men
D. has high emotional intelligence but lower levels of emotional competence
Ans: B
Cognitive Domain: Application
Answer Location: Emotional Competence
18. Davis (1995) found that when presented with a disappointing gift, first- and third-
grade girls display less negative emotion and more positive emotion than their male
peers are. This finding highlights that ______.
A. girls are less likely than boys to be disappointed with a gift
B. girls are better than boys at masking socially inappropriate emotions
C. girls are better than boys at masking socially inappropriate emotions but show similar
abilities in emotion control
D. girls have more emotional competence than boys in elementary school, but this
changes as they become teenagers and adults
Ans: B
19. With regards to emotional intelligence, ______.

A. gender differences are apparent at 3½ years
B. women and men are equally attentive to their own emotions
C. men display more complex emotion knowledge when describing others’ emotions in
hypothetical situations
D. women have more emotional intelligence, but men have more emotional competence
Ans: A
20. Research on the emotional experiences of transpeople ______.

A. is nonexistent
B. show that transpeople have very similar emotional experiences as cis-women
C. is just beginning, so we do not have much information on transpeople’s emotional
experiences
D. show that transpeople have very different emotional experiences than cis-women or
cis-men
Ans: C
Answer Location: Emotions Beyond the Binary
21. Stephanie Budge and colleagues (2015) studied emotion experiences among
transgender men. The men described the experience of emotions such as pride,
happiness, awe, and love as well as a lack of shame and fear. Based on this research,
what can we infer about gender and emotion?
A. Transgender men’s experiences of emotion are significantly different from
transgender women’s experiences of emotion.
B. Transgender men’s experience of emotion reflects cis-gender women’s experience of
emotion.
C. Going through gender transition has no impact on experiences of emotion.
D. Gender roles may have more influence on emotion than the gender binary.
Ans: D
22. An 18-month-old, frustrated at not being allowed to play with a captivating toy,
experiences frustration and rage and expresses these emotions facially and in other
ways. The parent responds by saying, “Don’t get mad.” From this experience, the child
learns ______.
A. to express more emotion
B. to label anger
C. to restrain their feelings
D. that the parent will validate their emotions

Ans: C
Answer Location: The Socialization of Gendered Emotions
23. Children learn to label their emotions as a result of ______.

A. parental feedback and socialization
B. a desire for self-regulation
C. competency motivation
D. resolving their Oedipal or Electra complexes
Ans: A
Answer Location: Socialization in the Family
24. Condry and Condry (1976) conducted a study where adults were shown a videotape
of an infant’s emotional responses to a jack-in-the-box. Half the adults were told the
baby was a girl and the other half were told the baby was a boy. The results indicated
that ______.
A. adults read emotions fairly similarly no matter the baby’s gender
B. adults read emotions correctly when the baby is a girl
C. adults read emotions correctly when the baby is a boy
D. adults read emotions differently depending on the baby’s gender
Ans: D
25. ______ involves taking on the work of regulating children’s emotions and fostering
children’s emotional competence.
A. Self-regulation
B. Emotional gatekeeping
C. Socialization
D. Emotion instruction
Ans: B
26. Research on peers’ socialization of gendered emotions indicates that ______.

A. peers are more tolerant of gender-role violations than parents are
B. girls punish gender-role violations more than boys do
C. children who express stereotype-violating emotions are less popular with their peers
D. boys are more vigilant than girls in socializing peers’ emotions
Ans: C

Answer Location: Socialization by Peers
27. A fourth-grade boy is teased and harassed by other boys in his class when he cries
in front of them. This is an example of ______.
A. the consequences of adhering to display rules
B. peer socialization of gendered emotion expression
C. peers' intolerance of adhering to stereotypes
D. boys punishing same-gender peers harsher than other-gender peers
Ans: B
Answer Location: Socialization of Peers
28. According to Brody’s model of the development of gender differences in emotional

expression, ______.
A. the process begins with slight gender differences in temperament beginning in
infancy, girls being more verbal and boys being more active
B. parents are the most significant influencer in socializing emotional expression of their
children
C. the biggest gender difference in emotional expression is seen during adolescence,
where girls express more sadness than boys
D. the biggest gender differences between girls and boys in emotional development and
expression occur in toddlerhood
Ans: A
Answer Location: Brody’s Transactional Model
29. Within ______ peer groups, gendered patterns of social interaction and emotional
expression are reinforced.
A. mixed-gendered
B. same-gendered
C. adolescent
D. same-aged
Ans: B
30. Children and adolescents are motivated to adhere to their gender role and follow the
display rules. According to Brody, the result is ______ in the short term but decreased
______ in the long term.
A. worse well-being; social acceptance
B. social acceptance; mental and physical well-being
C. increased gendered skills; social isolation

D. higher gender differences; misunderstanding of the other gender
Ans: B
True/False
1. According to research, women are more emotional, less aggressive, and suffer more
from fear of failure than men do.
Ans: F
Answer Location: Emotionality
2. Most emotions are stereotyped as feminine, whereas only a few are stereotyped as
masculine or gender neutral.
Ans: T
3. Research shows that when women control their emotion expression, they are
perceived as being more emotionally competent and intelligent.
Ans: F
4. The pattern of facial muscles that contract when a person expresses anger, or
disgust, or happiness is present from infancy and is universal across cultures.
Ans: T
5. Else-Quest (2012) found that boys were more prone than girls to express anger and
girls were more emotional than boys.
Ans: F
6. Despite the stereotype that women are more emotionally intelligent than men are,
research shows that men and women have similar levels of emotional competence.
Ans: F
7. As gender stereotypes change, we might expect gender socialization of emotions by

parents to change, too.
Ans: T
8. When fathers become more involved with their children, patterns of gendered
emotions are different in that girls express less fear and sadness and boys express
more fear and warmth.
Ans: T
9. Parent’s responses to their son’s expressions of negative emotions do not tend to

differ across cultures and ethnic groups.
Ans: F
10. As children continue to develop, family plays a more important role than peers in
gender role socialization.
Ans: F
Short Answer
1. In a study done by Plant et al. (2000), participants were shown pictures of men and
women with ambiguous emotional expressions (a blend between sadness and anger)
and told to rate which emotion was being expressed. The participants rated men’s
blends as significantly angrier than women’s and women’s blends as significantly
sadder than men’s. What can you infer about gender stereotypes and emotional
expression based on this finding? What is an implication of this finding?
Ans: Varies. We can infer that gender stereotypes do in fact influence participants’
ratings, particularly when the emotional expressions are ambiguous. Gender
stereotypes affect the emotions we see people displaying, even when the facial
expressions are identical. An implication of this finding is that we may inaccurately
perceive and explain women’s anger and men’s sadness. We may also confirm our own
gender stereotypes around emotion expression.
2. Explain the research findings on gender and emotion experience and expression
using an intersectional perspective. Specifically, do patterns change when we look at
gender differences in emotion experience and expression across cultures and
ethnicities?
Ans: Varies. Just as gender stereotypes of emotion may vary across ethnic groups, so
can gender differences in actual emotional experiences. For example, one research
team found that for guilt and shame experiences, people of color displayed gender
similarities, but White people displayed gender differences. Similarly, in another study,
low-income African American adolescents showed similarities for expressions of anger.
Cultural display rules of emotion prohibit women from expressing certain “masculine”
emotions, yet these rules may not apply equally to people of color. An intersectional
approach to gender and emotion reveals ethnic variations in gender differences in
emotional expression. When we look at these patterns with an intersectional approach,
we can see there are differences than if we look at these patterns considering gender
alone.
3. Define “emotional competence.” What does the research say about gender
differences in emotional competence? How might this be connected to the research on
gender differences in emotional expression?
Ans: Varies. Being able to perceive, appraise, and express emotions accurately and
clearly; to understand, analyze, and use knowledge about emotions to think and make
decisions; and to regulate the emotions of oneself and others is known as emotional
competence. The research shows that on most of these abilities, women score higher
than men do and that gender differences in this area are seen as early as 3½ years old.
However, research also shows that when motivated, men can be just as emotionally
competent as women. The research on gender difference in emotional expression
indicates that women are more emotionally expressive than men. This is connected to
emotional competence because if you are frequently emotionally expressive, you are
more familiar with various emotional expressions. This familiarity would then help you
when appraising others’ emotional expressions, increasing your emotional competence.

4. From a researcher’s stance, explain why it is important that we do research on

emotions beyond the gender binary and consider emotion experiences of transpeople
and people who are gender nonconforming?
Ans: Varies. Currently, there is very little research on the emotion experiences of
transpeople and people who are gender nonconforming. In order to better understand
their experiences in the world and how those experiences influence them and others,
more research with this population is important. Research in the area of emotion is
particularly important because it drives so many other parts of our lives and
experiences. This research will also help us explore how gender roles and transidentity
shape various experiences of emotion. Research with this population is also important
because it helps make our research more intersectional and more generalizable
because it is more inclusive of other population’s experiences.
5. Give one example of how mothers and fathers respond to their children’s expressions
of negative emotions differently based on the child’s gender.
Ans: Varies. The research shows that fathers pay more attention to their daughters
when they are displaying sadness or anxiety. Fathers pay more attention to their sons
when they are displaying anger. Mothers are more supportive of their child’s negative
emotions than fathers are.
6. Explain why parents socialize children’s emotions in stereotypical ways. Specifically,

how does this shape our gender roles into adulthood?
Ans: Varies. Parents’ patterns of socialization likely reflect the roles that they anticipate
sons and daughters will hold in adulthood. Men’s roles focus on employment, where
competition, power, and control are thought to be functional. Boys are therefore shaped
not to express their emotions, especially emotions that would reveal vulnerability.
Women’s roles focus on caregiving, whether as mothers or in occupations such as
teacher or nurse. Girls are therefore socialized for qualities such as warmth and
empathy. At the same time, in their anticipated lower status roles, they can express
vulnerability by revealing fear and sadness. Through this socialization, we learn what is
acceptable and unacceptable in the culture we live in and fall into the gender roles our
society expects us to enact and perpetuate.
7. Leslie Brody’s (1999) transactional model is a comprehensive model for the

development of gender differences in emotional expression, building on the work of
Chodorow (1978). Explain what is meant by “transactional” in this model.
Ans: Brody’s model is transactional in that it emphasizes the bidirectional influences of
children and parents, interacting and shaping each other’s behaviors through biological,
social, and cultural factors.
Essay
1. Latoya, who is an African American woman, is employed at Ardent Technologies. Her

supervisor, Brad, is a White man. Discuss the research on gender, ethnicity, and
emotion stereotypes, and what implications this research might have for Latoya on the
job in areas such as her interactions with Brad and Brad’s evaluation of her
performance.
Ans: Varies. Research shows that gender stereotypes regarding specific emotions
varies across ethnic groups. Among European Americans, White women are viewed as
not expressing anger, so it would be a violation of the female gender role for a woman
to express anger. However, research shows that African Americans stereotype African
American women as expressing almost as much anger as African American men.
These findings show that certain emotions from certain genders are appropriate within
some cultures, but not considered appropriate among others. So, in African American
culture, it is acceptable for women to express anger about as much as men do. This
norm is caricatured by the “angry Black woman” stereotype. Among White Americans, it
is not acceptable for women to express anger; expressing anger violates the female
gender role requirement to be warm and submissive. At work, Latoya might express
anger over some issue in a way that is completely appropriate in her culture, but Brad
may react to her as being completely inappropriate because, to him, women are not
supposed to express anger. He may see her as a problem employee, or he may find
confirmation of his stereotype that African American women are angry. Gender
stereotypes of emotion can have a powerful impact on interpersonal interactions in
highly important situations.
Cognitive Domain: Application and Analysis
2. One emotionality gender stereotype is that men are believed to have better control
over the expression of their emotions compared to women. What do people typically
infer about men and masculinity based on this stereotype? What are the implications of
this stereotype on women in leadership roles? Explain the double-bind women in
leadership roles are in because of this.
Ans: Varies. Based on this stereotype, people typically infer that men are more rational
and less likely to let emotion sway their decision-making. This emotional restraint is
stereotyped as masculine and reflective of good judgment. Many argue that effective
leadership requires a calm, cool-headed, and dispassionate nature, but these traits
don’t mesh with the stereotype of women as emotional. In turn, women are perceived to
be less competent as leaders. However, women are in a double-bind because even if a
women controls her emotional expression to demonstrate competence, she is perceived
as cold, calculating, or dishonest because she is violating a gender-role stereotype.
Either way is risky for a woman, leading to a no-win situation and making it even more
difficult for women to fill leadership roles and for people to accept women in leadership
roles without perceiving them unfeminine.
Cognitive Domain: Application and Analysis
3. Compare and contrast observational, physiological, and self-report measures of

emotion.
Ans: Varies. Observational measures involve a person watching another person to
collect data. Researchers using observational techniques to measure emotion typically
involve a researcher becoming highly trained in emotion expression, including
understanding the pattern of facial muscles that contract when a person expresses
certain emotions. Verbal expressions of emotion may be captured in measures such as
the number and kind of emotion words that people use in their language, for example, in
a conversation or diary entry. Although emotion expression sometimes matches the
individual’s emotional experience, this is not always the case. For this reason,
observational measures are usually better at detecting emotion expression than
emotional experience.
Physiological measures involve assessing biological states and reactions of the human
body and brain. Researchers use a variety of techniques to measure physiological
aspects of emotions, including blood pressure, heart rate, and skin conductance. They
may also include neuroendocrine components of emotions by measuring levels of
epinephrine and norepinephrine, or they may measure electrical activity in the brain by
using an EEG. They may also use neuroimaging techniques such as fMRI and PET
scans. Physiological measures tend to be more objective than observational and self-
report measures.
Self-report measures involves examining people’s own subjective experience of
emotion. The reports may take a variety of forms, from checklists on which respondents
identify the emotions they have experienced in the past week to daily diary methods in
which participants record their emotional responses to events at the time they occur.
Self-report measures assume that people recognize and are aware of the emotions they
experience, yet it seems likely that some people are better than others at recognizing
their emotions. Therefore, self-report measures are not always valid and may be biased.
Self-report measures are a way to capture people’s internal experiences in a way that
physiological and observational measures cannot. Ideally, researchers can use multiple
measures of emotion to get a clear picture of participants’ emotions.


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SAGE Publishing, 2018