Download Understanding Gender and Gender Roles: Biological and Social Factors - Prof. Kris Koehne and more Study notes Psychology of Sex in PDF only on Docsity! Chapter 5 - Gender and Gender Roles 1. Studying Gender and Gender Roles - biological and social learning factor a. Sex – biological degree of masculinity or femininity b. Gender – is our psychological degree of masculinity or masculinity c. Biology creates males and females, but culture creates masculinity and femininity! d. Social learning i. gender: psychological maleness or femaleness ii. gender identity: Subjective sense iii. gender role: Behavior 1. socialization – process whereby society conveys gender role expectations 2. conform iv. gender role attitude – beliefs a person has about him/herself and others regarding appropriate female and male personality traits and activities v. gender-based stereotypes – 1. men are aggressive, men are competitive a. self-worth is centered on occupation 2. women are emotional, women illogical a. self-worth is centered on marriage/parenthood vi. males – instrumental and task oriented (aggressive, competitive) vii. women – expressiveness (passive, nurturing viii. sexism – discrimination again people based on their sex rather than their individual merits e. Gender theory – a society understood by how it is organized according to gender i. Theories of Socialization 1. Cognitive social learning theory a. Looking at behavioral aspects of masculinity or femininity 2. cognitive development theory a. interpretation of the messages they receive from the environment f. Gender roles influence: i. Parents ii. Peers iii. School iv. Television v. Religion g. Gender-role Learning in Childhood and Adolescence i. Sexual double standards ii. Birth & Infancy – parents have different expectations for boys/girls 1. Girls a. talked & looked (verbally) b. more parental attention when upset c. Dependent 2. Boys a. physical contact (activity engaged) b. explore, encouraged more c. Independent 1 iii. Early Childhood 1. age 2: 18 months - children have begun developing a clear sense of being a boy or a girl 2. age 3: solid core gender identity 3. play: gender role acquired iv. School-Age Child 1. Girls a. Less tolerance b. Masculine encouraged c. Be “Nice” 2. Boys a. More tolerance b. Feminine discouraged c. Be “tough”, “Don’t cry” v. Adolescence 1. Girls a. Appearance is important b. Career? c. Compete? i. More difficulty in gender role demands 2. Boys a. To achieve – Success b. Don’t be feminine c. Boys will be boys! h. Contemporary Gender Roles i. Scripts – acts, rules, and expectations associated with a particular role 1. Men a. men should not (or at least should not express) certain feelings b. Performance is the thing that counts c. The man is in charge d. A man always wants sex and is ready for it e. All physical contact leads to sex f. Sex equal intercourse g. Sexual intercourse leads to orgasm 2. Women a. Sex is good and bad (good in marriage, bad causal relationships) b. It’s not okay to touch themselves c. Sex is for men d. Men should know what women want e. Women shouldn’t talk about sex f. Women should look like models g. Women are nurtures h. There is only one right way to have an orgasm – (during sexual intercourse) 2
