Women's Psych Midterm.pdf

PSYC 3603 - Lecture Material Feminism Definition: advocates for social economic, legal, political and cultural equality for everyone. ➔ Liberal Feminism: legal, social and economic equality (gender-neutrality). ➔ Cultural Feminism: valuing gender differences (cooperation over aggression). ➔ Socialis...

PSYC 3603 - Lecture Material Feminism Definition: advocates for social economic, legal, political and cultural equality for everyone. ➔ Liberal Feminism: legal, social and economic equality (gender-neutrality). ➔ Cultural Feminism: valuing gender differences (cooperation over aggression). ➔ Socialist Feminism: understand class-based oppression (rooted in capitalism) (both gender and class struggles to be considered). ➔ Radical Feminism: restructuring of societal institutions to eliminate gender-based oppression ➔ Multicultural Feminism: recognizing and dealing with the different challenges that women from various backgrounds face due to their culture, aiming to make things fair for everyone. ◆ “Intersectionality”: women’s experiences + well-being influenced by various factors (race, class, sexuality, disability, gender) ➔ Indigenous Feminism: addressing decolonization, and promoting the unique perspectives and struggles of Indigenous communities. Bias in the Research Process Literature Review ➔ Biased Interests: research topics influenced by personal interests or priorities. ➔ Value-Laden: topics carry certain values or biases. ➔ Biased Theories: androcentric theories (‘male as normative’). ➔ ‘White’ Centered Theories: theories that consider white perspectives as norm. Research Methods ➔ Correlation Design: measures variables w/ questions + lacks variable manipulation. ➔ Experimental Design: investigates causation w/ random assignment to ensure independence. ➔ Quantitative Research: numeric, limited, hypothesis testing, isolated+specific, unique ➔ Qualitative Research (example criteria) ◆ Credibility (vs. internal reliability): believable + trustworthy ◆ Dependability (vs. reliability): consistent, doing study again = similar results ◆ Confirmability (vs. objectivity): no biases influence research ◆ Transferability (vs. external validity): research can be applied elsewhere ◆ Authenticity ● Fairness ● Ontological: research and ppl see things in similar ways. ● Educative ● Catalytic: leads to good things, positive change ● Tactical: smart and careful Sampling ➔ WEIRD ◆ Western, Educated, Industrialized, Rich, Democratic : diff groups = really different results. ◆ Leads to lack of diversity and limited generalizability of findings to broader global populations. Social Psychology ➔ Observer Effect: selective perception of events ➔ Experimenter Effect: unconscious influence of experimenter Interpretation of Results ➔ Alpha/Maximalist Bias: maximize gender differences in results. ➔ Beta/Minimalist Bias: minimize gender differences in results. Good Research: socially responsible and useful, advocates for social justice. Theories of the Development of Gender Identity Biological Theories Prenatal Hormones Theory ➔ Before birth, babies are exposed to different hormones in their belly. ➔ Example: female babies get extra male hormones; makes private parts look more like a boys (androgenital syndrome) Freud’s model of Psychosexual Development ➔ Different stages where they focus on different body parts. ➔ Oral(1st): 1-2yrs, the mouth ➔ Anal(2nd): 2-3yrs, the butt ➔ Phallic(3rd): 3-6 yrs, curious about private parts ◆ Oepidal/Electra Complex: might develop feelings for the opposite sex parent; gets jealous of the same sex parent. Sociobiology ➔ Behaviors shaped by things that help our ancestors survive and pass on genes. ➔ Gender = how people feel and identify as male, female or something else. Social Theories Kohlberg’s Cognitive Development Theory ➔ How our moral thinking develops as we grow up. ➔ 3 Levels ◆ 1. Gender Identity (2-3 yrs): recognizing and labelling as ‘boy’ or ‘girl’ ◆ 2. Gender Stability (4-5 yrs): understands gender is stable over time ◆ 3. Gender Constancy (6-7 yrs): being ‘boy’ or ‘girl’ doesn’t change because they do different things. ➔ Adopting gender roles makes sense of the world and builds self-concept. Social Learning Theory ➔ Kids learn about being ‘boy’ or ‘girl’ by watching and imitating others (parents, friends, tv) ➔ 3 Mechanisms ◆ 1. Reinforcement ◆ 2. Imitation ◆ 3. Observational Learning ➔ Example: Bandura’s Bobo Doll Gender Typing ➔ Parents: ◆ Activities: boys play w/ trucks, girls play w/ dolls ◆ Interests: boys nudged to sports, girls nudged to cooking ◆ Attitudes: parents' feelings on aggression + independence influence what they encourage. ➔ Peers: ◆ Rewards: kids praised for doing things considered typical for gender, discouraged for not. ◆ Segregation: boys and girls kept separate during playtime. ➔ School: ◆ Teachers: how they behave and respond can be different based on gender, race and class. ➔ Media: ◆ Exposure: TV and movies shape kids' ideas of what boys and girls should be like. ◆ Stereotypes: media can make certain ideas about gender really strong in kid’s minds. Feminist Theories Chodorow’s Psychoanalytic Theory ➔ How early relationships impact understanding of gender roles. ➔ Suggest close connection w/ our mothers can shape how we think about being a boy or girl. ➔ Boys: need to separate to feel independent to develop masculine identity. ➔ Girls: don’t need to separate to be feminine. Bem’s Gender Schema Identity ➔ Learn these associations through normal learning processes (reward or copying). ➔ “Self-concept”: gender ideas connect to how we see ourselves. ➔ “Self-Esteem”: how we match gender ideas. ➔ Masculinity: how much we agree w/ assertive or independent. ➔ Femininity: how much we agree w/ understanding or nurturing. ➔ Gender Schema Viewpoint ◆ Strongly follow gender expectations ➔ Gender Schematic: strongly follow gender expectations ➔ Gender Aschematic: don’t stick to what’s appropriate for gender. Eagly’s Social Role Theory ➔ Roles of society expect us to play an influence on how we see gender. ➔ Jobs and activities assigned to men and women shape ideas about what it means to be ‘man’ or ‘woman’ Transgender Identity Development ➔ Journey someone goes through in understanding and expressing their gender as the different sex assigned at birth. ➔ Involves self-discovery and acceptance. Common Gender Stereotypes Traits ➔ Masculine: competitive, independent, decisive, self-confident ➔ Feminine: gentle, helpful, understanding, warm Role Behaviours ➔ Masculine: provides money, leader, household repairs, major decisions ➔ Feminine: emotional support, family-oriented, household chores, care for children Physical Characteristics ➔ Masculine: broad-shouldered, string, sturdy, tall ➔ Feminine: delicate, fashionable, graceful, soft-spoken Occupations ➔ Masculine: construction, engineer, firefighter, truck driver ➔ Feminine: secretary, elementary teacher, librarian, nurse Causes of Gender Stereotypes Motivational Account ➔ Stereotypes fulfil personal needs or help them with coping with their own feelings. Cognitive Account ➔ Stereotyping due to brains organising ‘male’ and ‘female’ into categories. ➔ Creates bias - ingrained in our perceptions. Cultural Account ➔ Stereotypes learned from surroundings. ➔ Media shows a biased view - shapes how we view and internalise gender stereotypes. Structural Account ➔ How rules and cultural expectations influence and maintain gender stereotypes. ➔ Eagly’s Social Role Theory ◆ Consequences of Gender-Stereotypes Sexualization-Objectification Link ➔ Over sexualization - treated as things ➔ Loss of empathy ➔ Media Influence ◆ Porn: unequal power in sexual relations ◆ Erotica: unequal power in mutually consenting relations Exaggerating the Contrast ➔ Categorization process: people into groups (male and female) ➔ Big Gap ➔ Sandra Bem ◆ Categorization leads to exaggerated perception of similarities and differences. ➔ Gender Polarization: oversimplifying and reinforcing traditional stereotypes about masculinity and femininity Tokenism ➔ One person stands out because they are different ➔ Kanter’s Theory ◆ Token Individual becomes for noticeable and gets more attention ◆ May be seen in a more feminine or masculine way. Sexism ➔ Attitudes, beliefs or behaviours that discriminate against people based on gender. ➔ Ambivalent Sexism ◆ Hostile Sexism: antagonistic attitude toward women. ◆ Benevolent Sexism: chivalrous attitude toward women. Biased Expectations of Behaviour ➔ Categorization → Stereotype → Selective Perception ➔ Pay more attention to behaviours that match stereotypes. Self-Fulfilling Prophecy ➔ What we expect influences how people behave. ➔ Stereotype Threat: fear that you’ll confirm an existing stereotype about a group you belong to. The Gender Binary Definition: only two distinct genders (male and female). 5 Challenges to the Gender Binary 1. Neuroscience Findings: challenges idea of a clear distinction in the brain between male and female 2. Behavioural Neuroendocrinology Findings: challenges beliefs in fixed (not influenced), non-overlapping hormonal systems in male and females. 3. Psychological Findings: highlights similarities between men and women 4. Research on Transgender and Non-Binary Individuals: explores identities + experiences of those who do not fit with traditional gender identity. 5. Development Research: viewing gender as a binary category. Challenge from Neuroscience Assumptions about Sex ➔ Sex is dimorphic (clear distinction between male and female) ➔ Effects of sex on other systems, like brain and gender identity. The Human Brain ➔ Can’t determine ‘boy’ or ‘girl’ ➔ Doesn’t follow rules based on gender. Challenge from Neuroendocrinology Assumptions about Gender Binary ➔ Distinct hormones: ◆ Female: oestrogen and progesterone ◆ Male: testosterone ➔ Levels of hormones determined by genetics can remain fixed. Challenge from Psychology The Psychological Gender Mosaic (Joel, 2015) ➔ People have both feminine and masculine psychological traits. ➔ Males and Females have pretty similar minds; more alike than different. General Intelligence ➔ IQ test: no difference ➔ Learning: no difference Verbal Ability ➔ Girls tend to be better with words. ➔ Girls talk earlier. ➔ Possible explanations ◆ Girls mature faster; people’s brains handle language different Spatial Ability ➔ How good we are at understanding, seeing, and playing with shapes and figures. ➔ Guys better at visualising shapes ➔ No gap though. Mathematical Ability ➔ Stereotype: boys better at math ➔ Actual: girls better at math grades, guys better at math tests Spatial Ability in Mathematical Ability ➔ What you expect, experience, practice, your attitudes, what parents think, stereotypes, effect how good you are at math.