PY 352 Study Guide - Final Guide: Tomboy, Job Sharing, Size Small
27 Apr 2018
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Final Exam Study Guide
Chapter 13 – Gender Development
Development of Gender Constancy
o Step 1 – Gender Labeling
o By preschool, children label their sex and that of others, but they may change
their label based on outward characteristics (like clothes)
o Step 2 – Gender Stability
o Older preschoolers have a partial understanding of sex permanence in that they
understand stability from birth but still think that changing outward characteristics
changes sex
o Step 3 – Gender Consistency
o By early school years, children understand that sex is biologically based and
remains the same even if a person changes clothes/other observable
Influences on Gender Typing and Roles
o Biology
o Evolutionary adaptive to have division of labor
o Hormones
▪ Prenatal androgens affect early patterns of play
o Environmental influences
o Adults view and treat children differently depending on gender
Preferences Influence Child Development
o Preferences for a boy or girl
o In India and China, there are preferences for boys so strong that girls are often killed or
aborted
o In the US, there is a slight preferences for boys
o What if you get the other one?
o Swedish study – parents play less with child when the sex does not match the
preferences – especially if they get a girl and not a boy
Stereotypes and Gender Role Adoption
o Boys tend to hold more gender stereotyped views then girls
o i.e., violations of stereotypes are treated more harshly
o Example: tomboy
o Caucasian children hold more gender stereotypes views than African-American children
o In adolescence and adulthood, lower SES children seem to endorse gender stereotypes
more
o Evidence is mixed for influences of stereotypes on gender-role adoption
o Gender-typed behaviors and stereotypes increase at the same time in development
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2
o Gender-typed preference emerge earlier
o Some children know the stereotypes but do not act in gendered ways
o Stereotype flexibility may be more important in determining how much a child adopts
gender roles
Gender Identification in Different Stages
Gender Identity in Middle Childhood
o Boys strengthen identification with masculinity
o Girls identification with femininity declines
o Adjustment linked to:
o Gender typicality – do I feel similar to others of the same gender?
o Gender contentedness – am I comfortable with my gender/sex?
o Pressure to conform to gender roles – are others comfortable with my display of
gender-related traits
Gender Intensification in Adolescence
o Increased gender stereotyping of attitudes and behavior
o Pubertal change
o Dating
o Concern with peer’s opinions
o More in early adolescence, declines mid- to late adolescence
Chapter 14 - Family
Parenting Styles
Socialization in the Family: Child-Rearing Styles (Direct Influence)
• Authoritative parenting – best parenting style
o Parets are ar, attetie ad sesitie to a hild’s eeds
o Parents are firm
▪ They insist on appropriate maturity, use inductive discipline and
appropriately monitor children
o Democratic parenting
Authoritarian Parenting
• Parets are…
o High in coercive behavioral control
o Low in autonomy granting
o Low in acceptance and involvement
o Seem cold, rejecting, controlling, harsh
o One-way communicators
o Psychological control – use hildre’s eeds to aipulate ad itrude o
hildre’s eral epressios, idiiduality, and attachment to parents
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3
o Children are more like to become anxious, have low self-esteem, hostile
Permissive Parenting
• Parets are…
o Warm and accepting
o Low in control – hildre do’t hae a edtie
o Inappropriately high in autonomy
• Children tend to be impulsive, disobedient, low in academic achievement, and display
more antisocial behavior
• Eaple: Regia George’s o i Mea Girls
Uninvolved/Neglectful Parenting
• Low on all dimensions, except autonomy granting
• Children have many problems
• Example: Matilda, her parets did ot ko ho old she as, thik she should’t go to
school
Effects of Authoritative Style
• Authoritatie stle ad hildre’s opetee are orrelated
o Affets hildre’s teperaet
o Predicts maturity and adjustment
• Parent-child relationship becomes more bidirectional with time
• Parenting becomes easier in middle childhood
• Positive emotional context
o Affection
o Appropriate control
o Respect for self-determination
Social Systems Perspective on Family
• Family system – a network of interdependent relationships
• Bidirectional influences – all parties in the interaction influences each other
• Direct influences – how people act with each other
• Indirect influences – third parties that affet to fail eers’ iteratio
o Mom goes to work, boss yells at her and then she comes home and is mad at you
o Marital Relationship – indirectly influences children
▪ Coparenting – mutually supportive parenting behaviors
• Associated with secure attachment between parents and child
• Good coparenting means securely attached child
▪ Marital conflict
• Leads to less responsive parenting, less consistent discipline, more
hostility toward child
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Document Summary
Influences on gender typing and roles: biology, evolutionary adaptive to have division of labor, hormones, prenatal androgens affect early patterns of play, environmental influences, adults view and treat children differently depending on gender. Gender intensification in adolescence: increased gender stereotyping of attitudes and behavior, pubertal change, dating, concern with peer"s opinions, more in early adolescence, declines mid- to late adolescence. 2: children are more like to become anxious, have low self-esteem, hostile. Permissive parenting: pare(cid:374)ts are , warm and accepting, low in control (cid:272)hildre(cid:374) do(cid:374)"t ha(cid:448)e a (cid:271)edti(cid:373)e. Inappropriately high in autonomy: children tend to be impulsive, disobedient, low in academic achievement, and display more antisocial behavior, e(cid:454)a(cid:373)ple: regi(cid:374)a george"s (cid:373)o(cid:373) i(cid:374) mea(cid:374) girls. Uninvolved/neglectful parenting: low on all dimensions, except autonomy granting, children have many problems, example: matilda, her pare(cid:374)ts did (cid:374)ot k(cid:374)o(cid:449) ho(cid:449) old she (cid:449)as, thi(cid:374)k she should(cid:374)"t go to school.
