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| association of objects, activities, and roles w/ biological sex in ways that conform to cultural stereotypes of gender |
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| widely held beliefs about characteristics deemed appropriate for males and females |
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| reflection of the stereotypes in everyday behavior |
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| private face of gender, perception of self as relatively masculine of feminine |
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| reflecting competence, rationality, and assertiveness (regarded as masculine) |
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| emphasizing warmth, caring, and sensitivity (regarded as feminine) |
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| gender-stereotype flexibility |
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- overlap in the characteristics of males and females
- generally increases around 7 yrs |
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| scoring high on both masculine and feminine personality chars |
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- full understanding of the biologically based permanence of gender
- combines 3 understandings: gender labeling, stability, and consistency |
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- (early preschool yrs) can label their own and others’ sex correctly
- first understanding of gender constancy |
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- partial understanding of the permanence of sex, grasp stability over time
- second understanding of gender constancy |
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- (late preschool/early school) understand that sex is biologically based and remains the same even if a person has “cross-gender” qualities
- third understanding of gender constancy |
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| - in adolescence increased gender stereotyping of attitudes and behavior, movement toward a more traditional gender identity |
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- info-processing approach that explains how environmental pressures and children’s cognition jointly shape gender typing
- integrates various elements of gender typing- stereotyping, identity, role adoption |
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