Gender
- Created by: T Baker
- Created on: 09-06-13 19:52
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- Gender
- The Role of Genes and Hormones
- Genes
- Chromosomes
- Hormones
- Prenatal development
- AIS
- Androgen Insensitivity Syndrome
- Males insensitive to hormones such as testosterone in the womb
- Extreme cases = lack of external genitalia
- CAHs
- Congenital Adrenal Hyperplasia
- Females exposed to high levels of testosterone in the womb
- Varying extremity of male genitalia
- Genes
- Evolutionary Explanations
- Division of Labour
- Males = hunters
- Strong
- Independent
- Strategic thinking
- Females = domestic roles
- Naturally nurturing
- Reason Neanderthal died out
- Males = hunters
- Mate Choice
- Males want females who are attractive and therefore fertile
- Females want resources
- E-S Theory
- Females have empathetic brains
- Tend and befriend
- Females response to stress
- Nurturing and protecting young
- Tend and befriend
- Males' brains are made for systematising
- Females have empathetic brains
- Division of Labour
- Biosocial Approach
- Money and Erhhardt
- Biosocial theory
- Integration of nature and nurture
- Once a biological male or female is born, social labelling and treatment interact with biology
- Sex of rearing is most important factor
- Social Role Theory
- Eagly and Wood
- Psych and physical differences
- Against evolutionary approach
- Division of Labour
- Biologically based physical differences
- Certain tasks can be performed easier
- Untitled
- Mate Choice
- Differences relate to social role rather than reproductive value
- Hormones
- Male testosterone is because of athleticism
- Division of Labour
- Money and Erhhardt
- Gender Dysphoria
- Phantom Limb
- 2/3
- Cross wiring of brain after limb amputation
- Psychosocial
- Male relationship with mother
- Mental Illness
- Childhood trauma
- Biological
- Transsexual gene
- Androgen receptor gene
- Brain Sex Theory
- BTSc
- Hormones
- Mismatch in womb
- Environment
- Disinfectants
- Transsexual gene
- Phantom Limb
- Cognitive Development
- Kohlberg
- Piaget Theory
- Cognitions develop as brain develops
- Gradual process
- STEP 1 : Gender labelling
- Label the gender of themselves and others
- 2 - 3
- Base judgement on visual appearance only
- STEP 2: Gender stability
- 4
- Awareness that gender remains the same through time
- STEP 3: Gender constancy
- 6
- Gender is constant across all ages and situation
- Acquire information about appropriate gender behaviours
- Gender Schema
- Set of personal stereotypes that form the image of a gender
- Ingroup
- The group with which the child identifies
- Child will seek behaviour appropriate to ingroup
- Resilience of gender belief
- Information not consistent with ingroup information is forgotten or distorted
- The Role of Genes and Hormones
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