Chapter 11 learning Objectives

Gender

  1. Biological, Social and Cognitive Influences
    1. Define and distinguish gender and gender role
    2. Explain how pubertal change contributes to an increased incorporation of sexuality into the gender behaviors and attitudes of adolescents.
    3. Explain Sigmund Freud and Erik Erikson's claim that "anatomy is destiny" and indicate criticisms of their views.
    4. List possible social influences on gender role acquisition
    5. Give examples of how parents influence gender development
    6. Define the social learning theory of gender
    7. Explain how play settings involving peers create a "gender school"
    8. Give examples of how education may be unfair to both boys and girls.
    9. Describe specific evidence that teachers treat males and females differently
    10. Explain why adolescence may be a period of heightened sensitivity to television messages about gender roles.
    11. Indicate evidence that television portrayals influence beliefs about gender roles, and evaluate the potential for nonsexist television and its impact.
    12. Define the cognitive developmental theory of gender.

 

 

  1. Gender Stenotypes, similarities and Differences
    1. Define gender stereotypes and explain their usage.
    2. Explain how gender labels can influence individuals.
    3. Indicate how the nature of gender stereotypes relates to cultural variables.
    4. Define sexism and explain its potential harm.
    5. Explain why claims about gender differences may be exaggerated and list cautions for interpretation.
    6. Describe evidence for cognitive sex differences.
    7. List differences or similarities between the sexes in terms of aggression, social connectedness, emotional experience and achievement.
    8. Cite evidence for the claims that evolutionary psychologists (e.g. David Buss) make about sex differences.
    9. Explain the connection between context and helping behavior and emotions in males and females.

 

 

3. Gender Role Classification
    1. Define androgyny and describe the Bem Sex-Role inventory.
    2. Indicate and evaluate evidence that androgyny can be taught to children and adolescents, and discuss ethical concerns about the practice.
    3. Indicate evidence that traditional masculinity is associated with problem behavior in males, identify risk factors for problem behavior, and illustrate possible social policy responses.
    4. Define and evaluate the concept of gender role transcendence.

 

 

  1. Developmental Changes
    1. State and evaluate the gender intensification hypothesis.
    2. Discuss Carol Gilligan's work with 16- to 18- year old girls.
    3. State critics replies to Gilligan.
    4. Cite evidence that adolescence is a critical juncture for girls.

 

 

  1. Women's and Men's Issues
    1. List and discuss the major beliefs and themes of the feminist perspective on women's experience and development.
    2. Indicate what feminist scholars say are important aspects of and contemporary obstacles to women's psychological development.
    3. Explain how understanding these obstacles contributes to women's and men's development.
    4. Characterize the men's movement and identify men's issues.
    5. Indicate what Goldberg says is the critical difference between men and women, what problems this creates for men, and how men may deal with those problems.
    6. Evaluate Bly's views of men's problems.