GenderRole Development Hyde, Ruble

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Gender-Role Development (Hyde, Ruble
Martin)Next time Child Rearing (Collins et
al. Dunn)
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Understanding the Experience of Older Adults A
Discussion Panel   Wednesday, November 19,
2008 530 p.m.Room 130 of the Psychology
Building This event is sponsored by the
Counseling Psychology Programs Diversity
Awareness and Affirmation Committee (DAAC) at the
University of Florida
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Gender-Role Development (Hyde, Ruble
Martin)Next time Child Rearing (Collins et
al. Dunn)
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Gender-Role Development

• Methodology
• Sex Differences Infancy
• Older Children
• Sex Typing
• Determinants Nurture
• Nature

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COATLiben Bigler (2002)
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airplane pilot ballet dancer artist auto
mechanic elementary school teacher bakerdoctor
interior decorator comedianschool
principal secretary writerfire
fighter librarian elevator operator
build with tools baby-sit bowlplay
chess jump rope listen to musicuse a
microscope make jewelry paint
pictureswash a car wash clothes ride
a bicyclego fishing do gymnastics go
to the beachadventurous affectionate c
reativeaggressive emotional curiousdominant
gentle friendlygood at sports neat truthfu
lgood at math good at English good at
art
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Determinants
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Determinants

• Differential socialization by parents

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Determinants

• Differential socialization by parents
• Other socialization agents

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Determinants

• Differential socialization by parents
• Other socialization agents
• Modeling

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Models

• Parents
• Peers
• Siblings
• Media

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Determinants

• Differential socialization by parents
• Other socialization agents
• Modeling
• Cognitive contributors

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Cognitive Aspects of Gender
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Cognitive Aspects of Gender

• Gender identity (labeling)

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Cognitive Aspects of Gender

• Gender identity (labeling)
• Gender-role knowledge

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Cognitive Aspects of Gender

• Gender identity (labeling)
• Gender-role knowledge
• Gender constancy

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Gender Constancy Knowledge that gender is a
permanent attribute
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Examples of Questions from the Slaby and Frey
Gender Constancy TestWhen you were a little
baby, were you a little girl or a little
boy?Were you ever a little opposite sex of
first response?When you grow up, will you be a
mommy or a daddy?Could you ever be a opposite
sex of first response?If you wore opposite sex
of child, i.e. boys or girls clothes,
would you be a girl or a boy?If you wore
opposite sex of child clothes, would you be a
opposite sex of first response?If you played
opposite sex of child games, would you be a
girl or a boy?If you played opposite sex of
child games, would you be a opposite sex of
first response?Could you be a opposite sex of
child if you wanted to be?
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Cognitive Aspects of Gender

• Gender identity (labeling)
• Gender-role knowledge
• Gender constancy (stability, consistency)

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Examples of Questions from the Slaby and Frey
Gender Constancy TestWhen you were a little
baby, were you a little girl or a little
boy?Were you ever a little opposite sex of
first response?When you grow up, will you be a
mommy or a daddy?Could you ever be a opposite
sex of first response?If you wore opposite sex
of child, i.e. boys or girls clothes,
would you be a girl or a boy?If you wore
opposite sex of child clothes, would you be a
opposite sex of first response?If you played
opposite sex of child games, would you be a
girl or a boy?If you played opposite sex of
child games, would you be a opposite sex of
first response?Could you be a opposite sex of
child if you wanted to be?
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Cognitive Aspects of Gender

• Gender identity (labeling)
• Gender-role knowledge
• Gender constancy (stability, consistency)
• Gender schemas

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Gender Schemas Organized sets of beliefs and
expectations about males and females that guide
information processing
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• Figure 13.6 Gender-schema theory in action. A
  young girl classifies new information according
  to an in-group/out-group schema as either for
  boys or for girls. Information about boys
  toys and activities is ignored, but information
  about toys and activities for girls in relevant
  to the self and so is added to an ever-larger
  own-sex schema. ADAPTED FROM MARTIN HALVERSON,
  1987.

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Determinants

• Differential socialization by parents
• Other socialization agents
• Modeling
• Cognitive contributors
• Biological factors

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Biological Factors
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Biological Factors

• Indirect Evidence

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities

• Direct Evidence

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• Table 13.1 Sex Differences in the Socialization
  of Five Attributes in 110 Societies. NOTE The
  percentages for each attribute do not add to 100
  because some of the societies did not place
  differential pressures on boys and girls with
  respect to that attribute. For example, 18 of
  the societies for which pertinent data were
  available did not differentiate between the sexes
  in the socialization of nurturance. SOURCE
  Adapted from BARRY, BACON, CHILD, 1957.

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Evolutionary Theory

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Evolutionary Theory

• Direct Evidence

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Evolutionary Theory

• Direct Evidence
• Hormonal StudiesAnimals

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Biological Factors

• Indirect Evidence
• Early Emergence
• Cross-Species Similarities
• Cross-Cultural Similarities
• Evolutionary Theory

• Direct Evidence
• Hormonal StudiesAnimals
• Hormonal StudiesHumans