Chapter 13: Sex Differences and GenderRole Development Chapter 15: The Context of Development 1: The

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Chapter 13 Sex Differences and Gender-Role
Development Chapter 15 The Context of
Development 1 The FamilyNext time Chapter 16
The Context of Development 2 Television,
Computers, School, and Peers
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Review Session for Final Exam Tuesday, April 28,
3 oclockRoom TBA
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Chapter 13 Sex Differences and Gender-Role
Development Chapter 15 The Context of
Development 1 The FamilyNext time Chapter 16
The Context of Development 2 Television,
Computers, School, and Peers
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Preliminary PointsSex Differences in
InfancySex Differences in Older
ChildrenDeterminants Nurture Nature
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Cognitive Component of Gender-Role Development

• Gender Identity (p. 563)
• Gender-Role Knowledge

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Cognitive Component of Gender-Role Development

• Basic Gender Identity (p. 533)
• Gender-Role Knowledge
• Gender Constancy (Kohlberg)

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Gender Constancy Knowledge that gender is a
permanent attribute
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Cognitive Component of Gender-Role Development

• Basic Gender Identity (p. 533)
• Gender-Role Knowledge
• Gender Constancy (Kohlberg)
• Gender Stability (p. 533)
• Gender Consistency (p. 533)

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Gender Stability (p. 533) The stage of gender
identity in which the child recognizes that
gender is stable over timeGender Consistency
(p. 533) The stage of gender identity in which
the child realizes that a persons gender is
invariant despite changes in the persons
activities or appearance
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Examples of Questions from the Slaby and Frey
Gender Constancy TestWhen you were a little
baby, were you a little girl or a little
boy?Were you ever a little opposite sex of
first response?When you grow up, will you be a
mommy or a daddy?Could you ever be a opposite
sex of first response?If you wore opposite sex
of child, i.e. boys or girls clothes,
would you be a girl or a boy?If you wore
opposite sex of child clothes, would you be a
opposite sex of first response?If you played
opposite sex of child games, would you be a
girl or a boy?If you played opposite sex of
child games, would you be a opposite sex of
first response?Could you be a opposite sex of
child if you wanted to be?
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Cognitive Component of Gender-Role Development

• Basic Gender Identity (p. 533)
• Gender-Role Knowledge
• Gender Constancy (Kohlberg)
• Gender Stability (p. 533)
• Gender Consistency (p. 533)
• Gender Schemas (p. 534)

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Gender Schemas Organized sets of beliefs and
expectations about males and females that guide
information processing (p. 534)
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• Figure 13.6 Gender-schema theory in action. A
  young girl classifies new information according
  to an in-group/out-group schema as either for
  boys or for girls. Information about boys
  toys and activities is ignored, but information
  about toys and activities for girls in relevant
  to the self and so is added to an ever-larger
  own-sex schema. ADAPTED FROM MARTIN HALVERSON,
  1987.

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Determinants of Sex Differences

• Differential treatment by parents
• Other socialization agents
• Models

• Cognitive factors
• Biological factors (pp. 525-529)

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Biological Factors

• Indirect Evidence

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities

• Direct Evidence

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• Table 13.1 Sex Differences in the Socialization
  of Five Attributes in 110 Societies. NOTE The
  percentages for each attribute do not add to 100
  because some of the societies did not place
  differential pressures on boys and girls with
  respect to that attribute. For example, 18 of
  the societies for which pertinent data were
  available did not differentiate between the sexes
  in the socialization of nurturance. SOURCE
  Adapted from BARRY, BACON, CHILD, 1957.

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Social Roles Hypothesis (p. 526)

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Social Roles Hypothesis (p. 526), Evolutionary
  Theory (pp. 526-527)

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Social Roles Hypothesis (p. 526), Evolutionary
  Theory (pp. 526-527)

• Direct Evidence
• Hormonal StudiesAnimals

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Social Roles Hypothesis (p. 526), Evolutionary
  Theory (pp. 526-527)

• Direct Evidence
• Hormonal StudiesAnimals
• Hormonal StudiesHumans

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Diamond, M., Sigmundson, M. K. (1997). Sex
reassignment at birth. Long-term review and
clinical implications. Archives of Pediatric
Adolescent Medicine, 151, 298-304Colapinto, J.
(2001). As Nature Made Him The Boy Who Was
Raised as a Girl. New York Harper.
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Chapter 15 The Context of Development 1 The
Family
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Understanding the Family (pp. 595-600)Parental
Socialization During Childhood and Adolescence
(pp. 600-609)The Influence of Siblings and
Sibling Relationships (pp. 610-614) Diversity
in Family Life (pp. 614-619)
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• Table 15.1 Changing Family Systems in the United
  States. Data compiled from Bengston, 2001
  Cabrera, et al., 2000 Hetherington Jodl, 1994
  Hetherington et al., 1999 Meckler, 2002 U.S.
  Bureau of the Census, 2000 2002.

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Diversity in Family Life (pp. 614-619)

• Adoptive Families
• Donor Insemination Families
• Gay and Lesbian Families
• Family Conflict and Divorce

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Child Rearing

• History
• Methodological issues
• Findings
• Dimensions
• Styles

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Changes in Child Rearing Research

• Guiding theories
• Specific practices studied
• Emphasis on general dimensions/styles

• Less exclusive focus on mother
• Awareness of child-to-parent effects
• Emphasis on context

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Bronfenbrenners Ecological Systems Theory
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Fig. 2-5, p. 70
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Child Rearing Methods of Study
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Child Rearing Methods of Study

• Verbal ReportParent

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Child Rearing Methods of Study

• Verbal ReportParent
• Verbal ReportChild

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Examples of Items from the Lamborn et al.
Adolescent-Report-of-Parenting ScaleParental
Warmth/InvolvementWhat do you think is usually
true or usually false about your father
stepfather, male guardian? (Response categories
are usually true and usually false.)I can
count on him to help me out, if I have some kind
of problem.He keeps pushing me to do my best in
whatever I do.He helps me with my school work if
there is something I dont understand.When he
wants me to do something, he explains why.When
you get a poor grade in school, how often do your
parents or guardians encourage you to try harder?
(Response categories are never, sometimes,
and usually.)When you get a good grade in
school, how often do your parents or guardians
praise you? (Response categories are never,
sometimes, and usually.)How much do your
parents really know who your friends are?
(Response categories are dont know, know a
little, and know a lot.)
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Parental Strictness/SupervisionIn a typical
week, what is the latest you can stay out on
SCHOOL NIGHTS (Monday-Thursday)? (Response
categories are not allowed out, before 800,
800 to 859, 900 to 959, 1000 to 1059,
1100 or later, and as late as I want.)In a
typical week, what is the latest you can stay out
on FRIDAY OR SATURDAY NIGHT? (Response categories
are not allowed out, before 900, 900 to
959, 1000 to 1059, 1100 to 1159, 1200
to 1259, 100 to 159, after 200, and as
late as I want.) My parents know exactly where
I am most afternoons after school. (Response
categories are yes and no.)
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Child Rearing Methods of Study

• Verbal ReportParent
• Verbal ReportChild
• Naturalistic Observation

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Child Rearing Methods of Study

• Verbal ReportParent
• Verbal ReportChild
• Naturalistic Observation
• Laboratory Observation

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Parent-Child Correlations

• Parent to Child
• Child to Parent
• Both (transactional modelp. 605)
• Third Factor

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Evocative Genotype-Environment Correlation (p.
111)
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Dimensions of Child Rearing

• Warmth
• Sensitivity-Responsivity
• Reasoning

• Power Assertion
• Control

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Committed Compliance (p. 569) Compliance based
on the childs eagerness to cooperate with a
sensitive parent who has been willing to
cooperate with him or her
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Baumrind Categories

• Authoritative parenting (p. 601)
• Authoritarian parenting (p. 601)
• Permissive parenting (p. 602)
• Uninvolved parenting (p. 602)

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• Figure 15.2 Two major dimensions of parenting.
  When we cross the two dimensions, we come up with
  four parenting styles. BASED ON MACCOBY
  MARTIN, 1983.

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Baumrind Categories

• Authoritative Warmth, Control
• Authoritarian - Warmth, Control
• Permissive Warmth, - Control
• Uninvolved) - Warmth, - Control

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The Influence of Siblings and Sibling
Relationships (pp. 610-614)
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Siblings

• Individual Differences

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Sibling Rivalry (p. 611) The spirit of
competition, jealousy, and resentment that may
arise between two or more siblings
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Siblings

• Individual Differences

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Siblings

• Individual Differences
• Temperament

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Siblings

• Individual Differences
• Temperament
• Parents

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Parents Contribution to Sibling Relations

• Parental relations
• Relations with child
• Parenting style
• Equality of treatment

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Siblings

• Individual Differences
• Temperament
• Parents
• Links to Peer Relations

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Siblings

• Individual Differences
• Temperament
• Parents
• Links to Peer Relations
• Developmental Changes

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Sibling Relations Developmental Changes

• More positive
• More equal
• Less important re companionship, social support

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Siblings

• Individual Differences
• Temperament
• Parents
• Links to Peer Relations
• Developmental Changes
• Effects