Gender Issues Notes PDF

# ECO SYSTEMS + GENDER (Lindsey) 2002 - day/date: ## Micro - Family dynamics ~ gender typed behaviors. Internalized. - Authoritative vs. authoritarian (encourage open discussion) - Boys - rough and tumble - Girls - cooperative games. - Peer pressure to conform, social acceptance, groupthink. ##...

# ECO SYSTEMS + GENDER (Lindsey) 2002 - day/date: ## Micro - Family dynamics ~ gender typed behaviors. Internalized. - Authoritative vs. authoritarian (encourage open discussion) - Boys - rough and tumble - Girls - cooperative games. - Peer pressure to conform, social acceptance, groupthink. ## Peers - Gender segregated play - Reinforces societal values. ## MESO - Teachers and peers - Teachers gender bias; (Sadker 1994) - Call on boys in STEM subjects. - Gender inclusive curricula. ## Neighborhood and Peers/Sibling - Mixed gender sports teams in communal sports. - Female role models in non-traditional roles. - Activities with sister or brother. ## EXO - Workplace policy ~ father taking parental leave - Equity in domestic responsibilities & redefine roles. ## Media - #MeToo must raise awareness of gender issues; - Parents - active participation. ## Institutional Culture - Teacher + principal ## MACRO - Culture ~ South Asian; strong patriarchal values - Enforced gender roles. Male prioritize. ## Legal Framework - Gender equality laws; equal pay legislation. - Strong legal protection. ## Acceptance of LGBTQ+ Rights - ↑ S.E of nonbinary people. ## CHRONO - Historical ~ 1970s Fem. Movement; societal perspectives of roles, ↑ pp in workforce. - Changes in children's views of roles. - Social media tech advances; social media to raise awareness. ## Life Transitions - Key events like marriage, childbirth; reevaluate gender roles; - pp in workforce & after children. # DEVELOPMENTAL PSYCHOLOGY THEORIES (Psychoanalysis, Behaviorism, Recent) ## ECOLOGICAL SYSTEMS THEORY/HUMAN ECOLOGY THEORY (Urie Bronfenbrenner) - Claimed earlier environmental systems were uni-level - An individual's development is influenced by a series of interconnected, environmental systems; ranging from immediate surroundings (proximal) to broad societal structures (distal). - The env we exp affects every facet of life. - If we change the env, we change. (or changing any of 5 systems) - Dynamic interaction that env has w/ the developing child. - Child's env is a nestled arrangement of structures - The influence of one system on a child's dev depends on its relationship w/ others. ### Micro System - Direct env/Direct contact/Immediate env - Family, friends, classmates, teachers, neighbors. - Relationships are bidirectional: we are not mere recipients of the envs we have, when socializing w/ these people, but we are contributing to the construction of such envs. - Child's dev influenced as well as other's beliefs + actions. - Interactions here are often very personal + crucial for fostering, supporting child's development. - Strong nurturing, w/ parents, relatively affects. ### Meso System - Interaction/relationship blw the child's microsystems, in a system of microsystems. - Eg: b/w parents, teachers/peers & siblings - Eg: neglected child may have a negative attitude towards teachers will/may lead to withdrawal. ### Exosystem - Formal & informal social structures that do not contain the child themselves, but indirectly influence them. - These structures affect one of the microsystems, elements of this system don't have direct b/w w/ child. - There is a link b/w the content wherein the person is not actively participating & context wherein the person is actively participating: parents' workplace, parents' friends, leg: neighborhood, parents' friends, mass media - external to child's exp. - Eg: father's workplace anger displacement. ### Macrosystem - Cultural elements/content that affed child & this env; (religion, social norms) - Eg: socioeconomic status (SES), wealth, poverty, ethnicity, traditions, race, living arrangements. - Culture influences beliefs + perceptions about events trans-occurring in life. - Does not refer to the specific env of a developing child, but to the already established society & culture in which the child is developing in. - Can also include socioeconomic status, geographic location, ideologies: Eg: poor child - less opportunities more dev issues, malnutrition. ### Chronosystem - Stage of life/transitions/shifts in one's lifespan/situations exps (TIME) - Environmental changes: major life transitions to historical events. - Includes normal life transitions, eg: starting school, marriage, as well as non-normative life transitions, eg: divorce of parents, moving to a new house. - Includes socio-historical contents and major env change. **Importance:** - Holistic approach: inclusive of all systems, accurately reflecting the dynamic nature of actual family r/ls; - Past (2013) considers usefulness wrt dev of immigrant children. **Limitation:**- Limited research examining the meso systems, mainly interaction b/w neighborhood & family. - Difficult to empirically test the theory:can't establish whether systems directly cause the effects. - Leads to assumptions that those who do not have strong/positive ecosystems lack in dev: true somewhat, but many still develop into well rounded individuals w/o positive influences from the eco systems. - Avoid making broad assumptions using this theory. # SOCIO-CULTURAL THEORY [Lev Vygotsky] - Human dev mainly cognitions acc to Lev, is a socially-mediated process, ie it relies on social interaction and can differ among cultures. - Learning is a socially-mediated process, as opposed to an independent journey; - Childs acquire cultural beliefs, values and problem-solving strategies via collaborative dialogues w/ more knowledgeable members of society. - Learning is a social process via interactions w/groups and participating in cultural events i.e: parents, caregivers, teachers and cultures develop the brain's higher order functioning (MAXIM) - Children internalize and learn from beliefs and attitudes that they witness around them. # FEMINIST THEORIES - day/date : 1. Gender as Status & Power (Ridgeway) 2. Intersectionality (Kimberlé (renshaw) 3. Queer Theory (Judith Butler) 4. Gender roles & Socialization (Rosaldo) 5. External vs. Internal attribution of problems 6. Consciousness raising 7. Types of Feminism - Liberal - Cultural - Marxist/Socialist - Radical - Existentialist & Postmodern - Women of color - Ecofeminism - # SOCIOBIOLOGY & EVOLUTIONARY PSY ## Socicbiology (Wilson) - Societal behs - Darwin's theory of evolution by natural selection. - Evolutionary fitness (ritogenes) - Differential reproduction (titrest) - Adaptive social behs. - double standard (female maternity - investment-festation - quantity, male - compete - plumage) - Sexual selection-compete - Gender - critical think about sex. - Women active agents in evo. ## Evolutionary Psy. (Buss) - Evolved psy - Sexual strategies theory (differentiating psy based on male/female) - Paternity certainty? - Convenient justification for evo. fitness? - Mothering ignored - Female monkey Imo video. - Non-industrial data - Human's early social organization ignored - WHR - cultural difs. - Explain diversity - Why not? - Heteronormativity - Isen on't? ## Feminist Evo Psy - Fem. evo psy + Sociobio - 3 components of feminist approach - Women active agents in human dynamics: no self sacrifice/ambitious; - Survival based mothering - Gender neutral Evo: vary envs to exp (geo time) - fertility is adaptive - fixed behs - adopt male/fem typical behs in situations - chest reproductive fitness. # SOCIAL LEARNING THEORY - Reinforcement + Punishment; - Imitation/Modeling (learn culture - Gender) - Observational learning (Clearn gender typed behs); - Gender typing - acquire gender typed behs); - Media role models; - Cognitive Social Learning Theory; - Attention ... - Self-regulation; - Self-efficacy - Global - Specific # PSYCHOANALYTIC THEORY - Psychosenual development - Erogenous Zones: - Stages (Oral, Anal, Phallic, Latency, Genital) - Identification & Introjection; - Oedipal/Electra Complex; - Superego... Clinical, invisible ## Criticism (Scientific & Feminist) - Karen Homey: phallocentric - womb envy - anatomical inferiority - Femininity complex ## Nancy Chodorow - Reproduction of Mothering - Boys deny fem. maternal attainment - Perpetuates division of labor - promotes devaluation of women ## Critics - Heterosexist - Lacking intersectionality - Clinical # COG-DEV THEORY - Stages; - Active learners; 1. Piaget & Inhelder 2. Kohlberg - Gender Constancy Dev: - Gender Identity ~ 2 yrs. - Gender role learning - Stages of moral dev. - Self-socialization; - Motivation: - Pre. Conv. (3-7): - Obd vs. Punish - Self interest - Interp. Belonging - Convt (8-13): - Social order - Social contract - Post. Conv. (adt): - Universal. - Traditional gender roles - Gender Socialization - Early: Boys - Late: Girls ## (Femi. Critic) - Protagonist male, sample inadequate: androcentric bias; - Card Gilligan - Justice Prs: men; independent, social contracts b/w ppl. - Care Prs: women; related; attachment b/w ppl. ## Stages - Lv11 (Self) - Lv12 (Others) - Lv13 (Self-tothers) ## Overall Critic - Moral beh ≠ Moral reasoning - Justice overemphasis - Culture bias - Age bias # CHILDREN LEARN SEX READILY - Only 2 categories - Mutually exclusive - Immediate exposure to both ## Interrole Conflict - Female gender role & debative student - Female gender role & CEO - Male gender role & group project student (x independent). ## Intra Role Conflict - Female: - Emotional & sacrificing/Reserved - Homemaker & well kept (sacrificing self-care) - Quiet & Expressive - Male: - Independent & Collaborative - Stoic & Aggressive - Strong & Self sacrificing - Protector & Self reliant or M/F ## CULTURE - Native American Lakota - Berdache - Albanian - Sworn Virgins - Mexican Juchitán - Munes - Morocco - Distinct spaces & roles - Agta Negrito, Philippines - Female Hunters - Tahiti - Androgynous - Samoa - Fa'afafine - India - Hijras # GENDER ISSUES IN PSYCHOLOGY - Sex: Biological in nature - Gender: Socially constructed. - Roles: Norms and expectations from the genders. - Within 1 role: - Interavole conflict: conflict b/w two roles assumed (eg: brother, husband, and a caring husband) - B/w 2 roles: - Intra-role conflict: (eg mother vs. wife): being male and playing two roles that conflict or vice versa. ## Gender (Role) Identity: - One's perception of self/ "feeling." ## Sex-typed: - Congruent behavior with gender role - Otherwise 'androgynous': both masculine + feminine qualities. ## Gender role attitude: - Personal belief about gender roles. - Affective (senism) - Cognition (belief: sex stereotype) - Behavior (discrimination/diff treatment) ## Feminism:: - Equality of rights b/w men and women ## Gender Culture: Society's understanding of gender linked beh. # Steps in Scientific Research - Rationale, discussion, limitations, to identify gaps. 1. Identification of Problem. 2. Research questions - Literature Review: gaps and hypothesis. 3. Testable Hypothesis/Prediction. 4. Research Design 5. Results 6. Interpretation: Descriptive stats: describes the data (mean, median...) 7. Conclusion: Inferential stats: Joining conclusions and identify that the course of significance (sig or non-sig). # Bronfrenbrenner's Ecological Systems Theory - All systems of development. # Scientific Theory: Testifiable, proven false. - Sensory Obs -> Data -> Facts -> Theory (thoughts, feel, beh.) ## Scientific Method: - Theory formulation (falsifiable) - Hyp dev - Data collect + intptn - Controlled - Support or modify - Correlational: - tive /-ive (setting, observations, selection bias) - Nature not known - random sampling - Survey (obs data) - Genz to findings pop - Exp/DV - stimulus/target variate - Random asgmt (true expt) - int valid - Random sampling - ent valid - Field (r/w setting) - ent valid - naturally occurring beh. - controls, difficult - Cross Sect. - Single point in time - Can't distinguish b/w age & cohort eff - Obs changes may not be due to age but other cohort features - Longi - Multiple points in time - Can establish causality - But not ensure age effects, cohort eff. - Obs changes can be distinguished (gen) - Can be linked to aging. - Meta Analysis: - Quantifies results of a group of studies. - Size of the sig diff in study (magnitude + sig) # DIFFICULTIES - "We can't study gender outside of the context it occurs." - Experimenter Effs: - Preexisting beliefs and expectations - Self-fulfilling prophecy - influences design, nature of as, outcome (replication. - PPS Effs (D.Cs): - Social desirability response - tend to fit gender role - Men mask/fem -femin. - confidential responses - Lab vs Feild: - Situations exp in r/w diff; no equality like in lab. - White, m class American - Vs confounded w/ sens: - Class diffs? (status) - suby intervention, gender role or sen cause beh change - Situational Influence: - Which constraints and eff of sen on beh - Diffs in sen likely to appear in some situations - Wedding - Home tradition - Outside Scanned with CamScanner ==End of OCR for page 15== <start_of_image> え