This document contains a quiz on concepts related to social psychology and human behavior. The 10 multiple choice questions cover topics like aggression, deindividuation, mere-exposure effect, conformity, obedience, cognitive dissonance, correspondence bias, and gender development theories. It also includes short passages explaining key terms and concepts from social psychology.
The document discusses various ways that societies distinguish members based on gender, age, wealth, religion, and location. It notes that traditional expectations place men in masculine roles as breadwinners and women in feminine roles focused on homekeeping. However, it also discusses how urban environments and increasing women's employment have challenged traditional gender roles. The document examines differences in how men and women are perceived and treated in society and the workplace.
Gender role stereotyping occurs when a person is expected to behave in a certain way based on their sex. Gender is a social construct, and many societies expect males to behave masculinely and females to behave less masculinely. Stereotypes in schools can limit what students can learn by expecting certain behaviors from them based on gender. The male and female brains differ in areas like processing, chemistry, structure and activity levels. Gender stereotyping affects both men and women by influencing behaviors and judgments of those who conform and do not conform to stereotypical roles. Social theories like social role theory and role congruity theory help explain how expectations based on gender roles lead to stereotyping.
This document discusses gender and development. It defines gender as the socially constructed roles, behaviors and attributes assigned to men and women in a society. Development refers to qualitative changes that increase function and maturity. Several theories of gender development are presented, including social learning theory, cognitive development theory, and gender schema theory. Gender stereotypes are defined and examples are given. The concepts of gender equality, inequality, and power are explored. Examples of gender inequality such as freedom of marriage and discrimination in divorce rights are provided. The document concludes by noting the gap in education attainment between men and women in Bangladesh.
Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
AS Media Lesson 2 - Representation, gender and stereotypesElle Sullivan
This document discusses gender stereotypes and representation. It defines the differences between sex and gender, noting that gender refers to socially constructed roles rather than biological factors. It provides examples of how toys, clothes, and magazines typically portray narrow gender stereotypes, showing girls in domestic or beauty-focused roles and boys as strong and independent. The document suggests these stereotypes are reinforced across media and outlines some common traits stereotypically associated with representations of masculinity and femininity.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
The document discusses various ways that societies distinguish members based on gender, age, wealth, religion, and location. It notes that traditional expectations place men in masculine roles as breadwinners and women in feminine roles focused on homekeeping. However, it also discusses how urban environments and increasing women's employment have challenged traditional gender roles. The document examines differences in how men and women are perceived and treated in society and the workplace.
Gender role stereotyping occurs when a person is expected to behave in a certain way based on their sex. Gender is a social construct, and many societies expect males to behave masculinely and females to behave less masculinely. Stereotypes in schools can limit what students can learn by expecting certain behaviors from them based on gender. The male and female brains differ in areas like processing, chemistry, structure and activity levels. Gender stereotyping affects both men and women by influencing behaviors and judgments of those who conform and do not conform to stereotypical roles. Social theories like social role theory and role congruity theory help explain how expectations based on gender roles lead to stereotyping.
This document discusses gender and development. It defines gender as the socially constructed roles, behaviors and attributes assigned to men and women in a society. Development refers to qualitative changes that increase function and maturity. Several theories of gender development are presented, including social learning theory, cognitive development theory, and gender schema theory. Gender stereotypes are defined and examples are given. The concepts of gender equality, inequality, and power are explored. Examples of gender inequality such as freedom of marriage and discrimination in divorce rights are provided. The document concludes by noting the gap in education attainment between men and women in Bangladesh.
Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
AS Media Lesson 2 - Representation, gender and stereotypesElle Sullivan
This document discusses gender stereotypes and representation. It defines the differences between sex and gender, noting that gender refers to socially constructed roles rather than biological factors. It provides examples of how toys, clothes, and magazines typically portray narrow gender stereotypes, showing girls in domestic or beauty-focused roles and boys as strong and independent. The document suggests these stereotypes are reinforced across media and outlines some common traits stereotypically associated with representations of masculinity and femininity.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
The document discusses human sexuality and gender roles. It notes that sexuality includes gender identity, roles, and orientation, and is a central part of human existence. Biological factors like sex and hormones influence gender development, while psychological and social factors also shape gender roles and stereotypes learned from a young age through family, peers, media and society. The document examines common stereotypes associated with masculinity and femininity, and how functionalist, conflict, and feminist perspectives view gender inequality and women's roles within society and the family.
The document discusses gender norms and behaviors that are taught rather than naturally learned. It outlines some of the perceived strengths, weaknesses, opportunities, and threats related to societal expectations of young men. Specifically, it notes that being male is a privilege but that job loss or inability to provide can threaten a man's pride. The document also discusses different hierarchies of masculinity as defined by traits like heterosexuality, whiteness, and suppression of emotions. Toxic masculinity is defined as traits like suppressing emotions, maintaining hardness, and showing violence.
This document discusses masculinity and "lad culture" among young men. It begins by defining masculinity and exploring concepts like hegemonic masculinity. It then examines the history and characteristics of "lad culture", including its roots in Paul Willis' study of working class youth in the 1970s and its spread through lads' magazines and social media. The document also looks at expressions of lad culture in high school and university settings and debates both sides of whether lad culture should be curtailed or is a valid way for males to express themselves.
This research paper examines gender differences in the Big Five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. A sample of 28 university students completed the Big Five Inventory. Results found no significant gender differences in Openness and Neuroticism, but found women scored higher than men in Conscientiousness, Extraversion, and Agreeableness. The paper concludes there are small but significant gender-based differences in some personality traits.
Discussion about gender inequalities theories. Which helps the student to gather knowledge about those theorists also their theories in their academic and also in their practical life knowledge.
This document discusses theories of gender development and gender inequality. It outlines three main theories of gender development: social learning theory, which posits that parents reinforce gender roles; cognitive-developmental theory, which describes stages of acquiring gender roles from birth through adolescence; and gender schema theory, which involves learning gender identity through mental frameworks. The document also discusses gender as a social construct versus sex as biological, gender stereotyping and ideologies like traditional and egalitarian views. It frames gender inequality as rooted in how societies are organized and the unequal distribution of power between men and women.
Gender sensitization # Let us bridge the gap # Together we can!sdshelly02
The presentation aims at acknowledging, recognising and minimising the gender bias prevalent in our society. The objective is:
Let us lend it a voice.
Let us spread the word.
Let us renovate our culture.
Let us transform our mind-sets.
Let us reframe our society.
Let us make our world a happier place....
Sexual Orientation, Gender Identity And Adolescent Health 10.6.07Knoll Larkin
This document provides an overview of key terms and definitions related to sexual orientation and gender identity, with a focus on the experiences and health issues faced by LGBT youth. It discusses concepts like coming out, preferred language, challenges LGBT youth face in schools, homes, and healthcare settings, and health concerns including substance abuse, violence, HIV risk, and mental health issues. The document concludes with standards of care recommendations and resources for creating inclusive environments and supporting LGBT youth.
The document discusses personality, personality traits, and values. It defines personality as the dynamic organization of psychophysical systems that determine adjustments to the environment. Personality traits are enduring characteristics that describe individual behavior. Common personality tests like the Rorschach inkblot test and Thematic Appreciation Test are used to analyze personality characteristics. Personality is determined by factors like heredity, environment, and the Big 5 personality model. Values provide understanding of attitudes and behaviors and influence perception. Types of values include terminal and instrumental values. Generational and cultural values can differ. An individual's personality and values are linked to workplace satisfaction and turnover through personality-job fit theory.
This document discusses gender sensitivity in student leadership. It begins by defining key terms like gender, sex, gender roles, and gender stereotypes. It notes that gender refers to sociocultural factors while sex refers to biological factors. Several activities are included to help participants identify attributes as relating to sex or gender. The document emphasizes that language can reflect and shape gender roles and stereotypes, so it promotes the use of gender-fair language that does not marginalize or disparage groups. Guidelines for gender-fair language include using plural nouns and gender-neutral terms instead of gender-specific ones. The overall message is the importance of recognizing how gender impacts perceptions and interactions in order to promote equality and sensitivity.
The document outlines a lesson plan from a youth development program on the circles of human sexuality. It aims to develop a broad understanding of sexuality beyond just sexual intercourse. The lesson explains sexuality through five circles - sensuality, intimacy, identity, reproduction and sexualization. It will provide examples for each circle and have students write them in the corresponding circle. Discussion questions at the end aim to get students thinking more about the different circles.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
This document discusses gender identity and the factors that influence it. It explains that gender identity is a person's internal sense of their own gender, which may correspond with or differ from their sex assigned at birth. Gender identity is shaped by both biological factors like genes and hormones, as well as social and environmental influences from family, culture, and media. The roles of family, society, and media in socializing children and promoting gender stereotypes are also examined.
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
Gender sensitization presides over gender sensitivity, the modification of behavior by raising awareness of gender equality concerns. This can be achieved by conducting various sensitization campaigns, training , workshop, programs etc.
Late childhood(skills developed, emotions, social behavior)Jannus Orlan Taroy
This document summarizes skills development and social behaviors in late childhood between ages 7-12. It discusses that children at this age gain skills through play and practice in areas like fine motor activities for girls and gross motor for boys. Socially, they spend more time in peer groups and gangs, learning cooperation and competition. Their emotions become more regulated as they learn social and gender norms.
This document discusses several key aspects of early adulthood and relationships during this period. It establishes that early adulthood is a time for exploring relationships and committing to partners through activities like dating, cohabitation, and marriage. Effective communication, managing conflicts, sharing household responsibilities, and developing intimacy are important for relationship satisfaction and adjustment during this stage of life. Dual-earner marriages in particular require redefining traditional gender roles and finding a balance of demands between partners.
This document discusses terms related to gender identity and sexual orientation. It defines terms like cisgender, transgender, heterosexual, homosexual, bisexual, asexual, and non-binary. It also discusses concepts like gender identity versus biological sex, romantic orientation versus sexual orientation, and umbrella terms. The document notes that gender identity and pronouns are personal, and certain terms should be avoided. It outlines flags used in the LGBTQIA community and closes by discussing challenges faced due to stigma and discrimination.
This document summarizes key aspects of the self, including the physical self, social self, and personal self. It discusses self-concept, self-esteem, and ideal self. It also covers social perception and formation of impressions of others, including the influence of body language, stereotypes, prejudice, and attribution theory. Identity development is discussed, including identity statuses and challenges that may be faced by those from minority groups.
The document discusses human sexuality and gender roles. It notes that sexuality includes gender identity, roles, and orientation, and is a central part of human existence. Biological factors like sex and hormones influence gender development, while psychological and social factors also shape gender roles and stereotypes learned from a young age through family, peers, media and society. The document examines common stereotypes associated with masculinity and femininity, and how functionalist, conflict, and feminist perspectives view gender inequality and women's roles within society and the family.
The document discusses gender norms and behaviors that are taught rather than naturally learned. It outlines some of the perceived strengths, weaknesses, opportunities, and threats related to societal expectations of young men. Specifically, it notes that being male is a privilege but that job loss or inability to provide can threaten a man's pride. The document also discusses different hierarchies of masculinity as defined by traits like heterosexuality, whiteness, and suppression of emotions. Toxic masculinity is defined as traits like suppressing emotions, maintaining hardness, and showing violence.
This document discusses masculinity and "lad culture" among young men. It begins by defining masculinity and exploring concepts like hegemonic masculinity. It then examines the history and characteristics of "lad culture", including its roots in Paul Willis' study of working class youth in the 1970s and its spread through lads' magazines and social media. The document also looks at expressions of lad culture in high school and university settings and debates both sides of whether lad culture should be curtailed or is a valid way for males to express themselves.
This research paper examines gender differences in the Big Five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. A sample of 28 university students completed the Big Five Inventory. Results found no significant gender differences in Openness and Neuroticism, but found women scored higher than men in Conscientiousness, Extraversion, and Agreeableness. The paper concludes there are small but significant gender-based differences in some personality traits.
Discussion about gender inequalities theories. Which helps the student to gather knowledge about those theorists also their theories in their academic and also in their practical life knowledge.
This document discusses theories of gender development and gender inequality. It outlines three main theories of gender development: social learning theory, which posits that parents reinforce gender roles; cognitive-developmental theory, which describes stages of acquiring gender roles from birth through adolescence; and gender schema theory, which involves learning gender identity through mental frameworks. The document also discusses gender as a social construct versus sex as biological, gender stereotyping and ideologies like traditional and egalitarian views. It frames gender inequality as rooted in how societies are organized and the unequal distribution of power between men and women.
Gender sensitization # Let us bridge the gap # Together we can!sdshelly02
The presentation aims at acknowledging, recognising and minimising the gender bias prevalent in our society. The objective is:
Let us lend it a voice.
Let us spread the word.
Let us renovate our culture.
Let us transform our mind-sets.
Let us reframe our society.
Let us make our world a happier place....
Sexual Orientation, Gender Identity And Adolescent Health 10.6.07Knoll Larkin
This document provides an overview of key terms and definitions related to sexual orientation and gender identity, with a focus on the experiences and health issues faced by LGBT youth. It discusses concepts like coming out, preferred language, challenges LGBT youth face in schools, homes, and healthcare settings, and health concerns including substance abuse, violence, HIV risk, and mental health issues. The document concludes with standards of care recommendations and resources for creating inclusive environments and supporting LGBT youth.
The document discusses personality, personality traits, and values. It defines personality as the dynamic organization of psychophysical systems that determine adjustments to the environment. Personality traits are enduring characteristics that describe individual behavior. Common personality tests like the Rorschach inkblot test and Thematic Appreciation Test are used to analyze personality characteristics. Personality is determined by factors like heredity, environment, and the Big 5 personality model. Values provide understanding of attitudes and behaviors and influence perception. Types of values include terminal and instrumental values. Generational and cultural values can differ. An individual's personality and values are linked to workplace satisfaction and turnover through personality-job fit theory.
This document discusses gender sensitivity in student leadership. It begins by defining key terms like gender, sex, gender roles, and gender stereotypes. It notes that gender refers to sociocultural factors while sex refers to biological factors. Several activities are included to help participants identify attributes as relating to sex or gender. The document emphasizes that language can reflect and shape gender roles and stereotypes, so it promotes the use of gender-fair language that does not marginalize or disparage groups. Guidelines for gender-fair language include using plural nouns and gender-neutral terms instead of gender-specific ones. The overall message is the importance of recognizing how gender impacts perceptions and interactions in order to promote equality and sensitivity.
The document outlines a lesson plan from a youth development program on the circles of human sexuality. It aims to develop a broad understanding of sexuality beyond just sexual intercourse. The lesson explains sexuality through five circles - sensuality, intimacy, identity, reproduction and sexualization. It will provide examples for each circle and have students write them in the corresponding circle. Discussion questions at the end aim to get students thinking more about the different circles.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
This document discusses gender identity and the factors that influence it. It explains that gender identity is a person's internal sense of their own gender, which may correspond with or differ from their sex assigned at birth. Gender identity is shaped by both biological factors like genes and hormones, as well as social and environmental influences from family, culture, and media. The roles of family, society, and media in socializing children and promoting gender stereotypes are also examined.
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
Gender sensitization presides over gender sensitivity, the modification of behavior by raising awareness of gender equality concerns. This can be achieved by conducting various sensitization campaigns, training , workshop, programs etc.
Late childhood(skills developed, emotions, social behavior)Jannus Orlan Taroy
This document summarizes skills development and social behaviors in late childhood between ages 7-12. It discusses that children at this age gain skills through play and practice in areas like fine motor activities for girls and gross motor for boys. Socially, they spend more time in peer groups and gangs, learning cooperation and competition. Their emotions become more regulated as they learn social and gender norms.
This document discusses several key aspects of early adulthood and relationships during this period. It establishes that early adulthood is a time for exploring relationships and committing to partners through activities like dating, cohabitation, and marriage. Effective communication, managing conflicts, sharing household responsibilities, and developing intimacy are important for relationship satisfaction and adjustment during this stage of life. Dual-earner marriages in particular require redefining traditional gender roles and finding a balance of demands between partners.
This document discusses terms related to gender identity and sexual orientation. It defines terms like cisgender, transgender, heterosexual, homosexual, bisexual, asexual, and non-binary. It also discusses concepts like gender identity versus biological sex, romantic orientation versus sexual orientation, and umbrella terms. The document notes that gender identity and pronouns are personal, and certain terms should be avoided. It outlines flags used in the LGBTQIA community and closes by discussing challenges faced due to stigma and discrimination.
This document summarizes key aspects of the self, including the physical self, social self, and personal self. It discusses self-concept, self-esteem, and ideal self. It also covers social perception and formation of impressions of others, including the influence of body language, stereotypes, prejudice, and attribution theory. Identity development is discussed, including identity statuses and challenges that may be faced by those from minority groups.
This document provides a summary of key concepts from a chapter on social psychology. It discusses topics like social cognition, person perception, social influence, conformity, prejudice, and obedience. Some main points include:
- Social psychology examines how people think, feel, and behave in social situations. It includes social cognition, or how we form impressions of others, and social influence, how our behavior is affected by other people.
- When forming impressions of others, we rely on mental shortcuts like social categorization and implicit personality theories. We also make attributions to explain others' behaviors.
- Studies on conformity, like Asch's line experiment, show that people often conform to group pressures even if it means agreeing with
Racism: We White People are the Dangerous OnesJane Gilgun
It's way past time that white people see that we are dangerous to Afican Americans and other people of color. In this powerpoint, I share the idea that white people are the dangerous ones and I provide ways to change racist beliefs and practices that make us dangerous. We define who they are and we act on our definitions. If we define them as inferior, we act as if they are and don't believe they deserve the rights and privileges we have. If we view them as dangerous, we are afraid of them. We may avoid them, talk about them behind their backs, bully then, beat them, or kill them. We are the dangerous ones.
Racism: We White People are the Dangerous OnesJane Gilgun
We project beliefs and images about race onto others. These beliefs are often outside of our awareness. These beliefs become activated in a variety of situations. We construct others based on our beliefs and images and not on who they actually are. We may see others as dangerous when they are not. We are the dangerous ones. Our beliefs and images bring great harm to others. This powerpoint shows contemporary understandings of racism, how to become aware of our racism, and how to change racist beliefs, images, and practices.
This document discusses various topics related to social relations, including prejudice, aggression, attraction, conflict, altruism, and peacemaking. It addresses how prejudice forms and persists over time due to social inequalities and people's tendency to favor their own groups. Aggression is influenced by both biological and psychological factors like genetics, neural activity, biochemistry, and frustration. Attraction between people is shaped by proximity, exposure, reciprocal liking, similarity, association, and physical attractiveness. The document also examines conformity, obedience, and how groups can influence individual behavior and attitudes through social norms, pressure, and polarization.
1. Socialization is the process by which individuals learn the norms, values, behaviors, and social skills needed to function in society.
2. Socialization begins at birth and continues throughout life as individuals learn from parents, teachers, peers, and other socializing agents.
3. Socialization transmits culture from one generation to the next and transforms individuals into social beings capable of interacting with others according to social norms.
This lecture discusses gender, sex, sexuality, and their relationship to law and society. It defines key terms like sex, gender, gender identity, and sexual orientation. It explores how gender and sexuality are socially constructed and influenced by socialization agents like family and media. Gender roles are learned from a young age and reinforced over one's life. While views of gender and sexuality differ across cultures, stratification by gender through division of labor appears universally. The lecture also examines topics like sexism, discrimination, and heterosexism.
Y'all Means All: Discussing Gender and Sexual OrientationBonner Foundation
This presentation was developed in conjunction with the Y'all Means All training, which serves as an introduction to discussing gender and sexual orientation. This workshop is a part of the Dialogue Across Diversity and Inclusion 4x4 model, Stage 3: Application & Discussion.
Bradford mvsu fall 2012 so 213 prejudice ch 13John Bradford
Prejudice is defined as a negative attitude toward people in a group based solely on their membership in that group. It has three components - cognitive, emotional, and behavioral. Stereotypes are generalizations about groups that assign traits to all members. Contact with outgroup members tends to reduce prejudice when it occurs in a context of mutual interdependence, common goals, equal status, and supportive social norms of equality. Discrimination refers to unjustified negative actions toward a group. Prejudice can be measured explicitly through surveys or implicitly through reaction time tests. The cognitive and implicit emotional components of prejudice can operate automatically through stereotypes while the behavioral component involves conscious discrimination.
This document provides a summary of chapter ten from a lecture on gender and sexuality. It covers definitions of key terms like sex, gender, gender roles and identity. It discusses gender stereotypes and differences in personality, cognition, attitudes and behaviors between men and women. It also examines topics like sexual orientation, paraphilias, sexual dysfunction and relationships in older age. The chapter aims to define and explore various aspects of gender and human sexuality.
Socio-Legal Dimensions of Gender (LLB-507 & 509 )cpjcollege
This paper intends to sensitize the students about the changing
dimensions of gender and also familiarizes them with the subtle manifestations of inequality rooted in our society.
This document provides an overview of Unit 3 in a sociology course which examines how society shapes the individual. It outlines topics that will be covered such as theories of personality development, socialization agents, adolescence and dating, work, adulthood, and deviance. Students are expected to understand concepts like nature versus nurture, social control, unemployment, and Levinson's stages of adult development and apply sociological perspectives to analyze how culture and social forces influence human behavior and interaction.
Sociology Unit 3 Individual within SocietyMrTimBradley
This document provides an overview of Unit 3 in a sociology course, which examines how society shapes the individual. The unit covers theories of personality development, socialization agents, adolescence and dating, social control and deviance, work, and adult development stages. Students are expected to understand and apply concepts related to these topics, such as nature versus nurture, socialization theories, dating patterns, deviance perspectives, changes in the workforce, and Levinson's adult development stages.
1) The document discusses the socio-legal dimensions of gender, including the social construction of gender, masculinity, and femininity. It describes how gender is socially constructed through socialization agents like family and schools.
2) Power and subordination are intrinsically linked to gender, with patriarchal social systems and institutions maintaining male dominance and women's subordinate status. Women experience subordination through various forms of discrimination and control.
3) Honour killings represent an extreme form of patriarchal control where women are killed for violating social norms around sexuality and relationships. India lacks clear laws around honour killings despite their prevalence.
Gender is a social construct that is determined by culture and society, not biology. It defines the roles and relationships between men and women in a given culture. Gender is socially constructed through various processes such as socialization in institutions like the family and schools, which teach children behaviors deemed appropriate for their sex and reinforce gender norms and stereotypes. The social construction of both masculinity and femininity is shaped by the interests of dominant social groups and changes over time and location.
This document provides information from a presentation given to international students at Smith College about LGBT issues and culture. It begins with definitions of key terms like sexual orientation, gender identity, and transgender. It discusses assumptions, behaviors, and Smith's culture of respect for LGBT individuals. Current international students shared their experiences of developing understanding and empathy. The presentation provides advice on being a good ally and asks for questions. It outlines campus and local resources for LGBT individuals.
The documents discuss important concepts around gender identity, inclusion, and supporting underrepresented groups. Specifically, they define gender identity and how it differs from gender expression. They emphasize that inclusive language can foster inclusion, while harmful language can hinder it. The documents provide guidance on using inclusive language through practices like asking for and using correct pronouns, embracing different cultures and identities, and avoiding assumptions. They also outline best practices for creating safe and supportive environments through actions like implementing anti-harassment policies, role modeling kindness, and continuing self-education.
The document discusses several topics related to self and personality. It begins by describing self-schemas as integrated sets of memories, beliefs and generalizations about the self. It then discusses how self-schemas can influence memory and perception. The working self-concept and how it varies based on context is also covered. The document also discusses self-esteem, reflected appraisal, social comparison theory, narcissism, and maintaining a positive self-view. Personality theories such as the Big Five factors and psychodynamic theory are summarized. Assessment methods like projective tests, self-reports and the interaction of personality and situations are briefly outlined.
This document discusses the development of personal identity through communication and interactions with others. It makes several key points:
1) The self is a multidimensional process that arises through communication with others from childhood through adulthood. Family members generally have the most influence in developing a person's sense of self.
2) Direct definitions from others through labeling and messaging, as well as reflected appraisals of how one is viewed, influence the development of self-concept in positive or negative ways. Identity scripts internalized from a young age also shape how people view their roles.
3) Attachment styles formed from early caregiving relationships affect views of the self and expectations in relationships. Secure attachment styles tend to result in healthier
2. QUIZ 8
1.) _______ is behavior whose purpose is to harm
another.
a. Aggression
b. Prejudice
c. Altruism
d. Discrimination
2.) True or false? Deindividuation is when immersion in
a group causes people to become less aware of their
individual values.
3. QUIZ 8
3.) Being more attracted to someone the longer you
are around them is due to what concept?
a. Frustration-aggression hypothesis
b. Cooperation
c. Mere-exposure effect
d. Attraction
4.) True of false? Men are more picky when choosing
long term mates.
4. QUIZ 8
5.) Positive or negative behavior toward another
person based on their group membership is…
a. Discrimination
b. Altruism
c. Aggression
d. Prejudice
Extra Credit!!
Which kind of love tends to fade over time?
a. Passionate
b. Companionate
5. APPROVAL MOTIVE
• Acceptance is better than rejection
• Norm: a customary standard for behavior that is
widely shared by members of a culture
• Normative influence: another person’s behavior
suggests what is appropriate
• Elevator
• Norm of reciprocity: the unwritten rule that people
should benefit those who have benefited them
8. CONFORMITY AND OBEDIENCE
• Conformity: the tendency to do what others do
simply because others are doing it
• Asch’s conformity study
• Obedience: the tendency to do what powerful
people tell us to do
• Milgram’s obedience study
• 61% of the individuals obeyed and administered the final shock
9. MILGRAM’S OBEDIENCE STUDY
• Normative influence and its role
in obedience and conformity
• It was found that participants
rarely obeyed when the
experimenter wasn’t wearing a
lab coat
• What role did the lab
coat play in this
obedience study?
10. PERSUASION AND CONSISTENCY
• Cognitive dissonance: unpleasant state that
arises when one recognizes the
inconsistency of actions, attitudes, or beliefs
• Naturally try to alleviate anxiety
• Small inconsistencies can be justified (little white
lies)
• http://youtu.be/korGK0yGIDo
12. ATTRIBUTION: DRAWING
INFERENCES FROM ACTIONS
• Correspondence bias: the tendency to make a
dispositional attribution when a person’s
behavior was caused by the situation (AKA:
fundamental attribution error)
• Situational causes may be invisible, more complex
• Actor-observer effect: the tendency to make
situational attributions for our own behaviors
14. ATTRIBUTION:
DRAWING INFERENCES FROM
ACTIONS
• Think of the last time somebody cut you off
• How would you describe that person?
• Actor-observer effect: the tendency to
make situational attributions for our own
behaviors
15. CORRESPONDENCE VS. ACTOR-
OBSERVER
• Correspondence bias
• Making a judgment about someone else
• Actor-Observer effect
• Making a judgment about yourself
17. KNOW THE DIFFERENCE
• : The biological status of being male or female
• Genitalia
• : Characteristics (associated with masculinity
or femininity) that pertain to the sexes
• Man/Woman; Boy/Girl
• : Societal norms and behaviors that are
considered socially “appropriate” for the designated
gender
• Based on gender :
• Girls wear pink and giggle
• Boys are rough and play football
• : An individual’s psychological
association with a certain gender
20. HOW, WHEN, WHY?
Four Major Theories
• Psychoanalytic Theory
• Freud
• Erikson
• Cognitive-Development Theory
• Social Learning Theory
• Gender Schema Theory
21. PSYCHOANALYTIC THEORY
• Freud
• Explained gender development through his psychosexual theory
• Ages 3 to 5, children feel sexually attracted to their other-
sex parent
• Ages 5 to 6, children feel guilt ad anxiety over their
attraction
• Connection with same sex parent is crucial to long-term
mental health and sex drive.
• Erikson
• An extension of Freud’s Theory
• Based on sexual differences between men and women to
explain psychological differences
• Due to differing genital structures, males more intrusive and
aggressive, and females more inclusive and passive
22. COGNITIVE DEVELOPMENT THEORY
• Children’s own cognitions are primarily responsible for gender
role development
• Kohlberg
• children identify with and imitate same-sex parents, and
others of their same gender
• after children label themselves as male or female, the
development of gender related interests and behavior
quickly follow
• Rewarded/punished for appropriate/inappropriate behavior
• Stages:
• Gender Identity: children develop a concept of what sex
category they belong to
• Gender Consistency: children realize that their sex and that of
others do not change with age, dress, or behavior
23. SOCIAL LEARNING THEORY
• Emphasis on the power of the immediate situation and
observable behaviors
• Two ways children learn their gender roles:
• They receive rewards or punishments for specific
gender role behaviors
• They watch and imitate the behavior of others
• Belief that children imitate the same-sex parent
• Does not believe that child feels guilt or anxiety over a
supposed attraction to the other-sex parent
of children is one of the major causes
of gender differences between boys and girls.
24. SOCIAL LEARNING THEORY
• Children are encouraged to do the appropriate
sex-typed activities by the following:
• Parents
• traditional roles fed to children in traditional families
• Media
• portrays traditional roles for females and males; female is still
placed in the traditional domestic role
• Schools
• transmit the information of gender role stereotypes to children
26. GENDER-SCHEMA THEORY
• Theory suggests that children:
• use gender as a schema to organize and guide their view of
the world
• acquire gender-specific behaviors through social-learning
• own thought processes encourage gender development
• A combination of the social-learning and
cognitive-developmental approaches
27. THE WHEN
• Children usually have identified with their gender by
the age of 3
• Gender Roles
28. HOW?
• Does that mean they physically express that gender
at 3?
• Although gender identity is normally established at that
time, the expression of that association can happen at any
time
• I.e.: a little boy might know that he associates himself with the
other gender (girl) at 3, but due to societal
pressures/consequences, does not express physical
characteristics until later on
• the external display of gender, through a combination of
dress, demeanor, social behavior, and other factors.
• What happens when someone’s gender/sex
does not fit into society's categories?
29. TERMS
• a gender expression that has elements of both masculinity and
femininity
• a person with both female and male anatomy
• a person who fluctuates between traditionally “woman” and
“man” gender-based behavior and identities, identifying with both
genders (and sometimes a third gender)
• a person who experiences sexual, romantic, physical, and/or
spiritual attraction to people of their own gender as well as another
gender
30. TERMS
• a blanket term used to describe all people who are not
cisgender (gender & sex aligned)
• a person whose gender identity is the binary opposite of
their biological sex, who may undergo medical treatments
to change their biological sex, often times to align it with
their gender identity
• a person who does not identify with any gender
• In children: often times called gender non-conformity
32. GENDER TODAY
• Although gender/sex research is often times seen as
concrete, the field and knowledge continue to
grow and change over time.
Editor's Notes
1.) A
2.) True
3.) C
4.) False
5.) A
6.) A
Approval- people are motivated to be accepted and to avoid being rejected
<RS-1> Whether we are accepted or not is shaped by norms, and since we like acceptance, we will follow norms
<RS-2> What do you do in an elevator full of strangers? How did you learn that?
<RS-3> Norms aren’t usually explicitly taught (unwritten rules)– we learn them quickly and obey them almost all the time.
Norm of reciprocity: Christmas card example. Sending a bunch of Christmas cards and you receiving a lot of Christmas cards back. Buying lunch and repaying the other person
Another example is the Door-in-the-face technique which is used as a marketing tactic all the time. It is where the car salesman quotes you a high price for the vehicle you want to purchase knowing that you will refuse or “slam the door in their face” after which he will quote you a price that he really wanted to purchase leading you to behave in a way that you will meet him because he is willing to bring down the price.
You ask something more valuable than you really want, you wait for that person to refuse (to “slam the door in your face”), and then you ask the person for what you really want.
Normative influence-Sacramento Utility district randomly selected 35,000 customers and sent them electric bills showing how their energy consumption compared to that of their neighbors, consumption fell by 2%. Normative influence can be a good thing.
Milgram’s study (min 2:45-4:52)
Solomon Asch (1907-1996) So only 37% of people did this. But the fact that this effect happens AT ALL is an extremely powerful finding.
Stanley Milgram (1933-1984) 61% of the individuals obeyed and administered the final shock
If we have time, http://youtu.be/sZwfNs1pqG0
They felt cognitive dissonance –they showed they agreed with the cause, but then they didn’t want to be inconsistent by not putting the sign outside
- We usually think that people pay for things that they value, but this shows us that people value things they pay for as well
Why did the silver car park like this? (because he’s a dick)
What if the person parked in the next spot was over the line too?