Early School Age: 4-6 years Psychosocial Crisis: Initiative vs. Guilt

Developmental Tasks Gender –Labeling (2-3) –Stable over time (3-4) –Constant, regardless of changes in markers (4-7) Early moral development Self theory Peer play

Gender identity-one aspect of sexual identity Five continua to reflect sexual identity. –Biological sex: female………………..male –Gender identity: girlness…...boyness –Gender preference: fem………..masc –Gender role standards: fem………..masc –Sexual orientation: hetero-………..homo- sexualsexual

Bem Sex Role Inventory Rate the desirability of each trait for the sex you’ve been assigned. What thoughts/questions occurred to you as you rated the traits?

How does gender identity develop? Essential differences Socially constructed differences

Biological correlations 1.Hormonal (neurochemical) influences Prenatally and during puberty High amount of androgen linked with preference for “boy” toys. Testosterone is linked with aggression, spatial ability, eye contact and libido. Estrogen is linked with communication, caring social bx 2.Brain anatomy/structure more white matter in male brains (on average) more connectors between hemispheres (corpus callosum) in girls. 3.Brain functioning Activation in more areas of female brains in emotion provoking situations The E-S model (Baron-Cohen) Empathizing brain-44% of females, 17% of males Systemizing brain-54% of males, 17% of females Balanced brain-39% of females, 29% of males

Development of Gender Preference The degree of conformity between one’s strengths/competencies and social expectations. Liking of same sex parent. The valuing of masculine or feminine qualities and characteristics. –Within the family (microsystem) –Within one’s culture (micro and exosystems) –Within society (macrosystem)

Social Learning and Social Role Theories What are the consequences for conforming or not conforming to the social expectations? What influences whether we learn through social learning? –Power and status of the role model –Consequences experienced –Identification with the model

Bem Sex Role Inventory Data Undesirable for men (<2.5): –Yielding - 2 –Moody - 6 –Shy - 8 –Theatrical - 12 –Feminine - 20 –Eager to soothe hurt feelings - 35 –Soft spoken - 38 –Gullible - 47 –Does not use harsh language - 53 –Unsystematic - 54

Undesirable for women (<2.5): –Forceful - 19 –Masculine - 40

Desirable for men (>6.0): –Self reliant - 1 –Defends own belief - 4 –Independent - 7 –Athletic - 10 –Assertive - 13 –Strong personality – 16 –Loyal - 17 –Forceful - 19 –Willing to take risks - 28 –Willing to take a stand - 43 –Acts as a leader - 49 –Competitive - 55 –Ambitious - 58

Desirable for women (>6.0): –Affectionate - 11 –Sensitive to others’ needs - 26 –Tender - 44 –Friendly - 45 –Loves children - 56 –Gentle - 59

Scenarios A 4 year old is hungry and decides to get a bowl of cereal and milk, spilling the milk all over the place. A 5 year old plays with his/her 9 and 10 year old siblings, but doesn’t have the motor skills to keep up. She/he is upset and feels stupid. A 6 year old boy is playing dress-up and puts on high heels, a dress and lipstick. A 6 year old girl is told she can go swimming with her cousins, as long as she doesn’t get her hair wet because it’s been fixed up for an anniversary party later in the day.

Imagine a scenario… Two brothers, 6 and 3, and their mom are shopping for a “character” sleeping bag for the 3 year old. He is looking at a pink Lion King bag and a black Batman bag, obviously struggling to choose between the two. The 6 year old says, “get the Batman one…pink is for girls.”

Cognitive-behavioral theory-fig. 3.4 How does he choose? Encodings: Schemas about the people involved and the situation. Expectancies: what happens if go I along with my brother? How will mom respond? How will dad respond? Affects: excitement, belonging, fear, worry. Goals/values: Whose approval is more important? Do I want to “be my own man?” Cognitive competencies: Can I justify my choice? Self-regulatory plans: Can I decide what to do as opposed to just react?