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| The negative evaluations of persons or their activities because they belong to a particular group |
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| prejudice based on a person’s sexual category |
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| A type of sexism that involves making unwanted sexual advances or engaging in other conduct of a sexual nature that unreasonably interferes with an individuals work performance or creates an imitating, hostile, or offensive atmosphere |
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| a type of sexism that includes protective paternalism, idealization of women, and desire for intimate relations, measured by the Ambivalent Sexism Inventory |
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| A constellation of attitudes characterized by a denial that women are still targets of discrimination, antagonism toward women’s demands, and a lack of support for policies designed to improve women’s status |
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| The awareness that one may be judged by or may be self-fulfill negative stereotypes about one’s group |
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| A constellation of attitudes characterized by a denial that women are still targets of discrimination, antagonism toward women’s demands, and a lack of support for policies designed to improve women’s status |
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| a blend of stereotypically feminine and masculine qualities in a person |
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| The socially shared beliefs that certain qualities can be assigned to individuals based on their membership in the female or male half of the human race |
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| a person’s biological maleness or femaleness |
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| the nonphysiological aspects of being female or male inculcated in cultural expectations for femininity and masculinity |
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| an orientation toward action, accomplishment, and leadership |
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| an orientation toward emotion and relationships |
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| The traits associated with the clearest examples of a particular category |
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| Components of Gender Stereotypes |
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| A distinct aspect of gender sterotypes that can be identified, such as personality traits, role behaviors, occupations, and physical appearance |
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| Cognitive Development theory |
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| A theory that purposes that gender, like other concepts, cannot be learned until a child reaches a particular stage of intellectual development |
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| An understanding that a person’s gender, is fixed and cannot be altered by a change in hairstyle, dress, or name and that is achieved by child, according to Cognitive development theory, sometime between the ages of 3 and 5 |
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| A cognitive structure (a network of associations or set of interrelated ideas) that guides and organizes the way an individual processes and makes sense of information |
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| Having a strong gender schema and having a tendency to spontaneously sort people, characteristics, and behaviors into masculine and feminine categories |
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| having a weak gender schema |
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| A theory that children early on develop a network of cognitive associations (schema) for gender based on the degree to which the gender dichotomy is emphasized during socialization and that they use this to organize incoming information about themselves and others |
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| The process through which an individual, beginning in childhood, selects and creates environments that fit her or his preferred forms of behavior; these selected environments, in turn, reinforce and sustain that behavior |
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| two-way transactions between the person and the social environment in which the person’s behavior elicits reactions from others and in which those reactions promote continuity in the original behavior through reinforcement, confirmation of the person’s self-concept |
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| Interactive Model of Gender Related Behavior |
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| a model built on the proposition that an individual’s gender-related behaviors in a given social interaction are influenced by what others expect, what the individual believes about her- or himself, and situational cues |
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| A tendency toward exaggerating differences between women and men |
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| an inclination to ignore or minimize differences between women and men |
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| literally, centered on the female womb or female centered |
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| According to Karen Horney, one of two major environmental dangers to a child development: parents’ lack of respect for the child as a unique as a unique and worthwhile individual |
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| according to Karen Horney, one of two major environmental dangers to a child’s development: a sexual approach to the child, an emotional “hothouse” atmosphere |
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| difficulty in conforming to expected gender roles because such roles are often contradictory and inconsistent |
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| an individual’s private experience of the self as a male or female |
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| A set of behaviors socially defined as appropriate for one’s sex |
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| an individual’s preference for sexual and affectional partners of the same or other sex |
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| Social Structure Theories |
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| theories that female-male differences in behavior are driven by the ways societies are organized, in particular by gender differences in power and status and the division of labor of sex |
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| A theory that differential role occupancy by women and men is medicated by the formation of gender roles in which persons of each sex are expected to have qualities that equip them for the tasks typically carried out by that group |
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| A theory that human nature (including human sex differences) has evolved in certain ways because of pressures to adapt and survive as a species |
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| The approach to the study of biology that perceives sex differences in human behavior to have evolved because of different reproductive strategies adopted by males and females to maximize the chances that their genes will be passed on to future generations |
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| A theory states that the child develops both gender identity and gender role through learning process that involves modeling, imitation, and reinforcement |
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| A modification of social learning theory that suggests that, although children may initially learn gender roles through external rewards and punishments, as they mature they begin to regulate their own actions through internal rewards and punishments |
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| Grup Socialization Theory |
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| A theory that children become primarily socialized by identifying with their peer group and taking on that group’s norms for attitudes and behavior |
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| A formalized set of ideas about how and why things happen that is used in science to guide research and generate hypotheses (propositions) that can be tested against observed reality |
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| A theory first developed by Freud that emphasized the importance of unconscious motivations in personality development |
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| According to Freudian theory, the part of the mind available to awareness that contains the thoughts and feelings people know they have |
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| According to Freudian theory, the part of the mind that contains the unacceptable urges, passions, ideas, and feelings that people do not know they have and cannot acknowledge and that can be explored only indirectly through dreams, free association, symptoms, mistakes (now sometimes called “Freudian slips”) or other “leaks” of the unconscious into conscious awareness |
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| according to Freudian theory, the part of the personality structure that includes the individual’s biological heritage and sexual and aggressive instincts and that provides a reservoir of psychic energy that powers the other two systems |
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| According to Freudian theory, the rational part of the personality structure that handles transactions between an individual’s subjective needs and the objective world of reality |
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| According to Freudian theory, a part of the personality structure that acts as the moral aspect of the personality, striving for perfection rather than pleasure and persuading the ego to substitute moralistic goals for realistic |
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| The first of Freud’s psychosexual stages, in which pleasure is centered in the mouth and sucking |
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| the second of Freud’s psychosexual stages, in which pleasure is linked to defecation |
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| the third of Freud’s psychosexual stages in which erotic pleasure is obtained from the penis for boys and clitoris for girls |
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| the fourth phase of psychosexual development, according to Freud, during which erotic impulses are repressed until just before puberty |
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| the fifth of Freud’s psychosexual stages, that of mature sexuality, beginning at puberty |
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| A system of feelings and stage of development named by Freud for the mythical Greek character who unwittingly killed his father and married his own mother, during which boys develop an intense attachment for mother and begin to see father as a rival |
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| according to Freud, girl’s realization during the phallic stage that they lack a penis and their development of a sense of inferiority and contempt for their own sex |
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| According to Freud, girl’s realization in the phallic stage that they cannot have a penis and their replacement for this wish for a penis with a wish for a child, focusing on father as a love object and on mother as a rival |
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| literally, centered on the male penis or male centered |
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| the tendency to interpret observations of another culture or group in terms of our own culture |
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| the tendency to view heterosexuality as the norm and to ignore or render invisible the alternatives of homosexuality and bisexuality |
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| the tendency to interpret animal behavior in terms of human customs and ideology |
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| Statistically Significant |
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| the probability that a particular result occurred by chance alone, based on tests that consider sample size and variability; by convention, if the probability of the result occurring by chance alone is less than 5%, the finding is accepted as statistically significant |
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| an approach to understanding the way biology and environment work together, with neither being more fundamental than the other to an organism’s development but both combining to transform the organism so that it responds differently to other concurrent or subsequent biological or environmental influences |
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| Sex of experiementer effects |
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| the effects of using a female or male experimenter to carry out research because people react differently to men and women |
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| the use of male behavior as the norm against which to measure females |
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| methods of data collection that use a standardized questionnaire or interview to collect information from a large number of people |
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| a research method capable of showing that two things are related to each other, or go together, but incapable of showing that either one caused the other |
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| a research method in which the researcher directly manipulates (that is, sets at different levels) one variable, called the independent variable, while measuring its effects on another variable, the dependent variable |
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| A variable that is manipulated in an experiment |
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| the variable that is being measured in an experiment |
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| a study that follows the same research participants over an extended period of time, usually years, and obtains data from them repeatedly during that time |
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| the use of statistical methods to combine the findings of a large number of different studies of the same behavior to evaluate the overall pattern of findings |
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| the amount of variation in a criterion variable that is attributable to a particular treatment or category variable (such as gender) in one study or a group of studies |
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| the frequency with which certain responses with which certain responses or scores are obtained when a group of individuals are studied |
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| an approach to knowledge that assumes reality is independent of the knower and can be discerned “objectively” under the proper conditions |
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| an approach to knowledge that assumes researchers do not discover independently existing facts through objective observation; rather, they construct knowledge that is influenced by the social context of their inquiry |
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| a research method that involves gathering many details about one or several individuals, usually through interviews, to support, develop, or refine a particular explanation of behavior |
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| a research approach that gathers a lot of information from a single individual and allows the research participant the opportunity to react to the meanings and interpretations the researcher gives to the participant’s life story |
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| a research method oriented toward understanding behavior from the perspective of the person being studied, often based on in-depth, subjective information collected in interviews |
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| the analysis of the language in various texts, such as interview responses, discussions, and essays |
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| a research method in which a researcher spends a lot of time watching individuals in their normal setting, keeping track of the number and type of certain kinds of behaviors displayed |
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