Transcript Gender Roles - PSYC DWEEB

Gender Role Development
• Gender Identity (knowledge)
• Gender Roles (roles that should be adopted and
behaviors in those roles)
– Gender Role Norms (social expectations about how males and
females should act, think, and feel)
• Communality
• Agency
Gender Role Development
• Gender Stereotypes (inaccurate, unsupported
generalizations)
• Gender Typing (process by which we acquire
appropriate behaviors, thoughts, and feelings)
• Socialization (teaching)
Theories of Gender Role
Development
• Biosocial Theory (Money and Ehrhardt)
– Biological Processes
– Social labeling and differential treatment
Theories of Gender Role
Development
• Psychoanalytic Theory (Freud)
– Oedipus Complex
– Electra Complex
– Identification
Theories of Gender Role
Development
• Social Learning Theory
– Observational Learning
– Differential Reinforcement
Theories of Gender Role
Development
• Cognitive Theories
– Kohlberg’s Cognitive Developmental Theory
• Stage 1
– Basic gender identity is established by age 2 or 3, when
children can recognize and label themselves as males or
females
Theories of Gender Role
Development
• Cognitive Theories
– Kohlberg’s Cognitive Developmental Theory
• Stage 2
– By age 4, children achieve gender stability (gender remains
stable over time; boys become men, girls become women)
• Stage 3
– Between ages 5 and 7, gender consistency is achieved (gender
is stable across all situations; dress, cross sex activities, etc)
Theories of Gender Role
Development
• Cognitive Theories
– Gender Schema Theory
• Children develop gender schema, about males and females
that influence the kinds of information they will attend to
and remember
Theories of Gender Role
Development
• Cognitive Theories
– Gender Schema Theory
• Do this by:
– Developing an in-group, out-group schema to classify
appropriate gender objects, behaviors and roles
– Developing an own sex schema, by acquiring more
detailed info about their sex role
Developing Social Cognition
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Theory of Mind
– Best taught by parents sharing their emotions
Role-Taking Skills
– The ability to adopt another person’s perspective and their thoughts
and feelings in relation to our own
– Theory of mind in action
– Requires outgrowing egocentrism
Developing Social Cognition
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Begins with Mutually responsive orientation
– Associated with best family situation for development of social
cognition
– Children and caregivers are sensitive to and responsive to one
another’s needs
– Children want to comply to rules and learn self-regulation w/o
external control
Empathy
– Vicarious experience of another's feelings
– Promotes morality and pro-social behavior
Developing Morality
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Morality
– Ability to distinquish between right and wrong
– Three components:
• Affective
– Feelings which surround right and wrong actions (moral
affect)
• Cognitive
– How we conceptualize right and wrong and make decisions
• Behavioral
– How we behave when faced with moral dilemmas
Developing Morality
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Learn to distinguish between
– Moral Rules
• Standards that focus on the welfare and basic rights of others
– Social Conventional Rules
• Standards determined by social consensus about what is
appropriate in particular social settings (rules of social etiquette)
Around age 11 start to try to explain why other people do what they do
based on descriptions of internal characteristics
Developing Morality
• Taught through discipline
(Hoffman, 1970)
– Love withdrawal
• Withholding attention, affection, or approval after a child
misbehaves
– Power assertion
• Using power to administer spankings, taking away privileges, and
other punishment
– Induction
• Explaining why behavior is wrong and how it affects other people
Kohlberg’s Theory of Moral
Reasoning Development
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Preconventional
– Based on consequences
Conventional
– Based on approval and acceptance of others
– Internalizes societies rules
Postconventional
– Based on internalized personal moral code
– Acquired through formal operational thought
Invarient sequence
Cognitive growth and social experiences most important influences
Eisenberg’s Levels of Prosocial
Reasoning
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Stage 1: Hedonistic Orientation (up to age 7)
– Self needs first
Stage 2: Needs Oriented Orientation (7 – 11)
– Consider needs of others w/o guilt if help not given
Eisenberg’s Levels of Prosocial
Reasoning
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Stage 3: Approval-focused Orientation (11 – 14)
– Will help if rewarded with praise and approval
Stage 4: Empathetic Orientation (12 and over)
– Considers needs of others and feels guilt if not given
Stage 5: Internalized (16 and over)
– Helping behavior based on strong, internalized beliefs and values
Developing Social Cognition
• Dodge’s Social Information Processing Model (pg 395)
– Encoding of cues
– Interpreting of cues
– Clarification of goals
– Response search
– Response decision
– Behavioral enactment