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Psychology 1230: Psychology 1230: Psychology of Psychology of AdolescenceAdolescence

Don Hartmann Don Hartmann Fall 2004Fall 2004

Lecture 12 Gender I: Introduction

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Administrative AnnouncementsAdministrative Announcements If you performed well on Quiz 1 and are interested in If you performed well on Quiz 1 and are interested in

tutoring (for extra credit), please contact me ASAP.tutoring (for extra credit), please contact me ASAP. I would like to explore with those who received Ds and I would like to explore with those who received Ds and

below how we might work to improve their below how we might work to improve their performances. Please contact me for an appointment.performances. Please contact me for an appointment.

Some of you took Quiz 1 under unusual circumstance. If Some of you took Quiz 1 under unusual circumstance. If you need the answers, the test form, or your score, you need the answers, the test form, or your score, please check with me.please check with me.

As of 09-03 the following addresses had permanent As of 09-03 the following addresses had permanent fatal errors ----- Robert Earl Hibberd fatal errors ----- Robert Earl Hibberd <<hrobert@utah.eduhrobert@utah.edu. Please log into campus information . Please log into campus information system and correct OR I will have to hurt you!system and correct OR I will have to hurt you!

Item #7 of Study Guide #5 should be tossed out! Item #7 of Study Guide #5 should be tossed out! (Thanks, Laura!)(Thanks, Laura!)

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Discussion Topic #16Discussion Topic #16

#16. Androgyny: #16. Androgyny: Justice League Justice League (Summary-Evaluation due on (Summary-Evaluation due on Monday, October 17th): Argue either Monday, October 17th): Argue either for or against androgyny as the “way for or against androgyny as the “way to go” in raising your boy/girl to go” in raising your boy/girl children. What form would your children. What form would your childrearing take based upon your childrearing take based upon your choice? Respond to at least one of choice? Respond to at least one of the other commentator’s commentsthe other commentator’s comments

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Discussion Topic #17Discussion Topic #17

#17. Genital Herpes#17. Genital Herpes Whippets III: Whippets III: (Summary-Evaluation due on Tuesday, (Summary-Evaluation due on Tuesday, October 18th): The earlier version of our October 18th): The earlier version of our text contained the interesting dilemma of text contained the interesting dilemma of a girl who has genital herpes, and what a girl who has genital herpes, and what she should or should not tell her boyfriend she should or should not tell her boyfriend about her herpes. What do you say? about her herpes. What do you say? Reply to at least one other commentator’s Reply to at least one other commentator’s responses as wellresponses as well

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Discussion Topic #18Discussion Topic #18

#18. Santrock’s Handling of Sexuality: #18. Santrock’s Handling of Sexuality: 4♂+1♀ III (Summary-Evaluation due on 4♂+1♀ III (Summary-Evaluation due on Thursday October 20th): What is your Thursday October 20th): What is your opinion of the manner in which our text opinion of the manner in which our text author, Santrock, handles sexuality author, Santrock, handles sexuality (Chapter 7). Is it too preachy? Does he (Chapter 7). Is it too preachy? Does he tip-toe around issues that should be tip-toe around issues that should be handled more frankly? Does he focus too handled more frankly? Does he focus too much on the negative, and not enough on much on the negative, and not enough on the positive? Were you embarrassed by the positive? Were you embarrassed by any of the coverage? Comment on any of the coverage? Comment on another’s responses if you like.another’s responses if you like.

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WEB Discussion ProcessWEB Discussion Process

GroupGroup #1#1 duedue #2 due#2 due #3 due#3 due #4 due#4 dueWhippetsWhippets 09/12 (09/19)09/12 (09/19) 10/03 (10/03)10/03 (10/03) 10/1810/18HottiesHotties 09/13 (No takers)09/13 (No takers) 10/0510/054♀+1♂4♀+1♂ 09/19 (09/19)09/19 (09/19) 10/04 (10/20)10/04 (10/20)GypsyMafiaGypsyMafia 09/20 (09/20)09/20 (09/20) 10/0710/07JusticeLeagueJusticeLeague09/21 (09/28)09/21 (09/28) 10/1710/17PsychedPsyched 09/22 (09/22)09/22 (09/22) 10/1210/12PithHelmetsPithHelmets 09/23 09/23 (09/23(09/23)) 10/1010/10MAJACSMAJACS 09/26 (09/26)09/26 (09/26) 10/1310/13

--------------------Note: Anyone can contribute to any WEB discussion; group members are responsible to Note: Anyone can contribute to any WEB discussion; group members are responsible to

summarizing the discussion. The last day to contribute to any discussion is 3 days summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. before the due date. Dates in parenthesis indicate the date handed in. Bolded Bolded dates indicate that material handed in was incomplete; more is required.dates indicate that material handed in was incomplete; more is required.

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Handout SummaryHandout Summary Handout Handout WEBWEB

Date Date DateDate 17. Lect. #4: Introduction to Theory17. Lect. #4: Introduction to Theory 09/0209/02 18. Lect. #5: Bandura18. Lect. #5: Bandura 09/0209/02 19. Supplemental Lecture: Termpaper19. Supplemental Lecture: Termpaper 09/0609/06 20. Lect. #6: Method I20. Lect. #6: Method I 09/0709/07 21. Lect. #7: Method II21. Lect. #7: Method II 09/0909/09 22. Lect. #8: Puberty22. Lect. #8: Puberty 09/1309/13 23. Lect. #9: Piaget23. Lect. #9: Piaget 09/1609/16 24. Lect. #11a: Social Inform. Process.24. Lect. #11a: Social Inform. Process. 09/2009/20 25. Lect. #10: Social Cognition 25. Lect. #10: Social Cognition 09/2609/26 26. Study Guide #526. Study Guide #5 09/3009/30 27. Lect. #11: Identity27. Lect. #11: Identity 10/0310/03----------*Indicates handouts discussed in class.*Indicates handouts discussed in class.

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Overview: Gender IOverview: Gender I•Goals: What are the important Gender Difference? And what are their causes (the Gender Riddle)?•This material intersects with the text discussions on pp. 202-208•Lecture topics:

•Introduction•The Search for an Answer

Biology: Genetics, hormones, anatomical, structuresEnvironment: Parents, media, teachers, etc.

•Next: Lecture # 12b: Gender II

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Supplementary ReferencesSupplementary References

Maccoby, E. (1998). The two sexes. Cambridge, MA: Harvard University Press

Maccoby, E., & Jacklin, C. N. (1974). The psychology of sex differences. Palo Alto, CA: Stanford University Press.

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If you don’t get it, see me!If you don’t get it, see me!

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How do the Sexes Differ: I?How do the Sexes Differ: I?

Ubiquitous: Is it a girl or a boy?Ubiquitous: Is it a girl or a boy? Sex differences are Sex differences are NOTNOT to be to be

interpreted to mean that the interpreted to mean that the differences aredifferences are– Biologically basedBiologically based– Indicate a deficiency in one sex or the Indicate a deficiency in one sex or the

otherother

Viva la differences!

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Biological/Anatomical DifferencesBiological/Anatomical Differences

Primary (genitals) & secondary sex Primary (genitals) & secondary sex characteristicscharacteristics

Size & Shoulder/Hip ratioSize & Shoulder/Hip ratio Hair softness & voice qualityHair softness & voice quality Probability of death, likelihood of Probability of death, likelihood of

developing physical or mental developing physical or mental disturbancedisturbance

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Psychological DifferencesPsychological Differences

Much of this from Maccoby & Jacklin, 1974:Much of this from Maccoby & Jacklin, 1974: Cognitive skills: Visual-spatial ability for menCognitive skills: Visual-spatial ability for men Personality: Personality:

– Aggression: Males are more aggressive than females for Aggression: Males are more aggressive than females for almost all types of aggression and across all age groups; almost all types of aggression and across all age groups; exception: Relational aggression. Also favoring boys: exception: Relational aggression. Also favoring boys: self‑esteem; body image (many more girls see self‑esteem; body image (many more girls see themselves as fat ‑‑ even though the perceptions are not themselves as fat ‑‑ even though the perceptions are not correct). correct).

– Nurturance: Favoring girls (but not all kinds: e.g., Nurturance: Favoring girls (but not all kinds: e.g., bystander intervention in emergency situations). Also bystander intervention in emergency situations). Also favoring girls: friendliness & focus on relationships favoring girls: friendliness & focus on relationships

– Self regulation: Instructor’s favorite finding: Clark & Self regulation: Instructor’s favorite finding: Clark & Hatfield study of casual sexHatfield study of casual sex

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The Search for Answers--in The Search for Answers--in Biology: I (Genetics)Biology: I (Genetics)

Genetics of the sex chromosome: Genetics of the sex chromosome: XX=female; XY=male)XX=female; XY=male)

Not everyone has one of these Not everyone has one of these genotypesgenotypes (genetic complement) (genetic complement)

Genetic abnormalitiesGenetic abnormalities– XXY (XXY (Klinefelter's syndromeKlinefelter's syndrome ‑‑ ‑‑

desexualized malesdesexualized males– XO (XO (Turner's syndromeTurner's syndrome‑‑desex- ualized ‑‑desex- ualized

femalefemale

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The Search in Biology: II The Search in Biology: II (Hormones)(Hormones)

Chemical composition of our bodies Chemical composition of our bodies don't differ much between girls and don't differ much between girls and boys until pubertyboys until puberty– At puberty boys experience a At puberty boys experience a

dramatic increase in dramatic increase in testosteronetestosterone– In more moderate quantities, affect such In more moderate quantities, affect such

behaviors as aggressiveness and sex behaviors as aggressiveness and sex (particularly in males). (particularly in males).

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The Search in Biology: II The Search in Biology: II (Hormones, continued)(Hormones, continued)

Hormonal abnormalitiesHormonal abnormalities– In extreme cases can produce In extreme cases can produce

hermaphroditismhermaphroditism: gonads of both sexes: gonads of both sexes– In milder cases of “hormone baths” In milder cases of “hormone baths”

Male hormones (Male hormones (androgenandrogen) masculinizes ) masculinizes females (greater preference for outdoor females (greater preference for outdoor play; little interest in dolls)play; little interest in dolls)

female hormones (female hormones (estrogenestrogen and and progesteroneprogesterone) feminize males, e.g., less ) feminize males, e.g., less assertive. assertive.

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The Search in Biology: III The Search in Biology: III (Anatomical Structures)(Anatomical Structures)

Theorists, such as Erikson (and Theorists, such as Erikson (and Freud), have argued that Freud), have argued that because of genital structurebecause of genital structure– males are more intrusive and males are more intrusive and

aggressiveaggressive– females are more inclusive and passivefemales are more inclusive and passive

This is the doctrine that This is the doctrine that anatomy is anatomy is destinydestiny..

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The Search in the Environment: I The Search in the Environment: I Parents (a) Parents (a)

Parents: the early development of Parents: the early development of gender typing with the pink and gender typing with the pink and blues ‑‑ which is indeed a part of the early blues ‑‑ which is indeed a part of the early (part prebirth) socialization of our infants. (part prebirth) socialization of our infants. – Parents have differing expectations for their Parents have differing expectations for their

male & female offspringmale & female offspring– Parents perpetuate differences in power & Parents perpetuate differences in power &

division of labor for division of labor for ♀♀ & & ♂♂ children (e.g., Eagly) children (e.g., Eagly)– Treat Treat ♀♀ & & ♂♂ children differently: More children differently: More

independence for boysindependence for boys

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The Search in the Environment: I The Search in the Environment: I Parents (b)Parents (b)

Theories that attempt to explain how Theories that attempt to explain how female children get to be like mom and female children get to be like mom and male children get to be like dad‑‑how to male children get to be like dad‑‑how to learn to identify with the same‑gender learn to identify with the same‑gender parent :parent :– identification theoryidentification theory, including the Oedipal (and Electra) , including the Oedipal (and Electra)

complex (Freud)complex (Freud)– social learning theorysocial learning theory, with differential reinforcement , with differential reinforcement

and modeling for girls and boysand modeling for girls and boys– cognitive developmental theorycognitive developmental theory – gender‑schema theorygender‑schema theory

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So Parents Make a Difference?So Parents Make a Difference?

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The Search in the Environment: II The Search in the Environment: II PeersPeers

Peers: their roles in differentially socializing Peers: their roles in differentially socializing language, aggression, and other language, aggression, and other gender‑related behaviorsgender‑related behaviors

For example, same‑gender play groups provide For example, same‑gender play groups provide the following differences in language (the following differences in language (MaccobyMaccoby):):– girls use words to create and maintain relationships of girls use words to create and maintain relationships of

closeness and equality, criticize others in acceptable closeness and equality, criticize others in acceptable ways, and interpret accurately the speech of other girls;ways, and interpret accurately the speech of other girls;

– boys learn to assert one's position of dominance, to boys learn to assert one's position of dominance, to attract and maintain an audience, and to assert oneself attract and maintain an audience, and to assert oneself when other speakers have the floor.when other speakers have the floor.

Extensive observation of elementary school Extensive observation of elementary school playgrounds resulted in Luria & Herzog referring playgrounds resulted in Luria & Herzog referring to them as “gender schools”to them as “gender schools”

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Peers Made a Difference, Don’t Peers Made a Difference, Don’t They?They?

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The Search in the Environment: II The Search in the Environment: II MediaMedia

TV depicts genders in stereotypic manner. TV depicts genders in stereotypic manner. ♫ ♫ Men as active, industrious, ambitiousMen as active, industrious, ambitious

♫ ♫ Women in roles relating to childcare, food Women in roles relating to childcare, food preparation, housework, and sexual partner.preparation, housework, and sexual partner.

♫ ♫ Teen girls: depicted as concerned with dating, Teen girls: depicted as concerned with dating, shopping, and their appearanceshopping, and their appearance

In booksIn books ♪ ♪ women as dependent upon men, witch most women as dependent upon men, witch most common character in children’s books a few years common character in children’s books a few years backback ♪ ♪ males, the rescuers and help givers males, the rescuers and help givers ♪ ♪ Its not new: Think of fairy tales (see Bettelheim's Its not new: Think of fairy tales (see Bettelheim's TheThe usesuses andand abusesabuses ofof enchantmentenchantment, 1976)., 1976).

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The Search in the Environment: III The Search in the Environment: III TeachersTeachers

Attribution differences: Failure of Attribution differences: Failure of girls is attributed to lack of ability; girls is attributed to lack of ability; of boys to lack of effortof boys to lack of effort

Boys given more attention by Boys given more attention by teachersteachers

Girls begin school testing higher than Girls begin school testing higher than boys and end school testing lower boys and end school testing lower than boysthan boys

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This is a Rarity!This is a Rarity!

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Summary of Gender ISummary of Gender I The Differences: The Gender

Riddle The Search for an Answer in

– Biology: Genetics, Hormones, & Anatomical Structures

– Environment: Parents, Media, & Teachers

Next: Lect. 12b: Gender II Next: Lect. 12b: Gender II (Theories & Androgeny)(Theories & Androgeny)

Go in PeaceGo in Peace