Child Psychology: The Modern Science, 3e by Vasta, Haith, and Miller Paul J. Wellman Texas A&M University John Wiley and Sons, Inc. © 1999 PowerPoint  Presentation: Chapter 15 Gender-Role Development and Sex Differences

© 1999 John Wiley and Sons, Inc. Gender-Related Definitions n Gender (sex): Refers to the maleness or femaleness of an individual n Sex difference: An observed difference between males and females n Gender-role: Refers to a pattern of behaviors that are considered appropriate for a female or male in a particular culture n Sex typing: The process by which children develop a gender-role

© 1999 John Wiley and Sons, Inc. Models of Gender-Role Development n Biosocial: Genes and hormones set gender-role development in motion; the environment completes the process. n Cognitive-Developmental: –Stage theory suggests that children develop Gender identification: The ability to categorize themselves and others as male or female Gender stability: The knowledge that gender does not change with age Gender constancy: The notion that gender is a fixed part of ourselves

© 1999 John Wiley and Sons, Inc. Models of Gender-Role Development n Cognitive-Developmental: –Information Processing Models focus attention on concepts such as Gender schema refers to a cognitive representation of the characteristics of being either male or female Gender script refers to a cognitive representation of a familiar routine or activity that is usually only associated with one gender n Social learning theory views gender-role as learned through experience

© 1999 John Wiley and Sons, Inc. Early Gender Differences n Infancy –Physiological: Female newborn is healthier, less muscular, more sensitive to pain –Behavioral: Female newborns maintain greater eye contact, spend less time awake, and display less motor activity than do male newborns n Preschool –Gender segregation becomes evident as children prefer to play in same-sex groups

© 1999 John Wiley and Sons, Inc. Labeling Influences n Social learning theory suggests that gender labels may alter behavior n Infancy –Gender label determines many characteristics of the infant environment (toys, colors, names) –Mothers vocalize more to girls –Mothers encourage boys to crawl and walk n Preschool –Boys have a narrow range of acceptable behaviors whereas the range is large for girls

© 1999 John Wiley and Sons, Inc. Gender Modeling Issues n Children imitate sex-typed behaviors shown by models in the laboratory n Sources of modeling in real life: –Parents serve as models –Mass media portrays traditional gender roles for characters on television –Newspaper comics also portray traditional gender roles –Children’s storybooks are another source of modeling of gender roles

© 1999 John Wiley and Sons, Inc. Common Sex Differences n Cognitive –Language and Verbal Abilities: Females have better language and verbal abilities than do males Suggestion that mothers provide a stronger language environment for female infants –Quantitative abilities: In elementary school, girls are better at computation while boys are better at math reasoning problems. By high school, boys perform better at math Less math anxiety, more effective strategies?

© 1999 John Wiley and Sons, Inc.Vasta, 3e Fig.15.1 Tests of Spatial Ability In this task, male and female subjects are asked to mentally rotate the images to determine if they are the same or different. Males outperform females on this spatial task.

© 1999 John Wiley and Sons, Inc.Vasta, 3e Fig Spatial Reasoning

© 1999 John Wiley and Sons, Inc. Gender Differences in Behavior n Activity and exploration: Boys show greater activity and are more likely to explore (rough-and-tumble play) n Aggression: Males are more aggressive than are females –Aggression is the largest sex difference Males account for over 80% of aggressive crimes in the United States –Males use physical violence whereas females are more likely to use relational or social aggression

© 1999 John Wiley and Sons, Inc. Gender Differences in Behavior n Display of Emotions –Girls are better at hiding negative emotions –Boys are socialized not to cry n Social Influence –In social influence attempts, boys are more likely to use threats or physical force, girls are more likely to use verbal persuasion n Prosocial Behavior –Girls are rated as more helpful, generous, and cooperative than are boys

© 1999 John Wiley and Sons, Inc. Genetic and Hormonal Influences on Gender n Prior to six weeks, the fetus is bipotential –Can develop as a female or a male, depending on genetic/hormonal circumstances XX fetus will develop as a female XY fetus will develop testes at 6 weeks of age, the testes secrete androgens –Androgens organize the fetus as a male Peripheral organs appear male (internal and external) Brain is lateralized in a male pattern Hormone activity in adulthood is set in male pattern

© 1999 John Wiley and Sons, Inc. Brain Lateralization n Brain hemispheres are specialized for specific functions –Left hemisphere is specialized for language/speech –Right hemisphere is specialized for quantitative and spatial abilities Conclusions are based on brain damage studies as well as imaging studies n Males are more lateralized than females –Left hemisphere brain damage produces greater impairment in males than females

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