Actual Gender Differences

1

• Actual Gender Differences
• There are a number of documented gender
  differences
• Exs aggression, activity level, compliance,
  emotional expressivity

2

• But
• Relatively few documented differences
• Gender stereotypes suggest more differences than
  are actually documented by research
• Even documented differences are relatively small
  in size
• Average performance of males and females is not
  extremely different

3

• Gender Typing
• Process by which a child
• Becomes aware of his or her gender
• Acquires information about the characteristics
  and behavior viewed as appropriate for males or
  females (gender stereotypes)
• Acquires the characteristics and behaviors viewed
  as appropriate for either males or females
  (gender roles)

4

• Developmental Trends in Gender Typing
• By 2.5 to 3 years, children label their own sex
  and that of other people
• Do not yet understand that sex is a permanent
  characteristic

5

• Development of Gender Stereotypes
• By 2.5 years, children have some knowledge of
  gender stereotypes
• Over the preschool/early school years, learn more
  about toys, activities, and achievement domains
  considered appropriate for boys versus girls
• Ex (achievement) boys are good at math girls
  are good at English

6

• By late elementary school, children know gender
  stereotypes associated with psychological
  characteristics (personality traits)
• Ex males are assertive, aggressive, ambitious
  females are emotional, nurturing, dependent

7

• Preschoolers gender stereotypes tend to be rigid
• Dont usually realize that characteristics
  associated with sex (e.g., activities, clothing)
  dont determine whether one is male or female
• May be one reason they treat gender stereotypes
  as rules rather than as beliefs

8

• By elementary school, childrens gender
  stereotypes are more flexible
• Understand that stereotypes are beliefs, not
  rules
• But older children do not necessarily approve of
  cross-gender behavior

9

• Development of Gender Role Behavior
• Gender-stereotyped toy preferences are present by
  14 months and continue to develop through the
  preschool years

10

• Gender segregation develops by ages 2 to 3 years
• Tendency to associate with same-sex playmates
• Typically lasts until around the onset of puberty

11

• Gender Intensification A magnification of sex
  differences early in adolescence
• Associated with increased pressure to conform to
  traditional gender roles (from parents, peers)
• Gender intensification declines over the course
  of adolescence

12

• Biological Influences on Gender Typing
• (Hormonal Influences)
• Experimental animal studies indicate that
  exposure to androgens (male sex hormones)
• Increases active play in male and female mammals
• Promotes male-typical sexual behavior and
  aggression and suppresses maternal caregiving
  behavior in a wide variety of species

13

• Humans
• Cannot do experimental research for ethical
  reasons
• Correlational research

14

• In boys, naturally occurring variations in
  androgen levels are positively correlated with
• Amount of rough-and-tumble play
• Levels of physical aggression

15

• Congenital Adrenal Hyperplasia (CAH)
• Disorder in which child is exposed to high levels
  of androgens from the prenatal period onward
• Compared to girls without CAH, girls with CAH
  show
• Higher activity levels
• Greater interest in male-typical toys,
  activities, and occupations
• Better spatial/mathematical abilities