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AP Exam #2
| Term | Definition |
|---|---|
| Gender | social and cultural construct; individual's self-identification as male, female, non-binary, or other gender categories; includes aspects such as gender identity, expression, and roles |
| Freud's view on gender | Genitals influence gender behavior; believed that gender and sexual behavior are essentially unlearned and instinctual |
| Erikson's view on gender | Genitals influence gender behavior; extended Freud's argument but later modified his views |
| Social cognitive theory emphasizes that child/adolscent gender dev. is influenced by... (2) | 1) observation and imitation of others' gender behavior 2) rewards and punishment they experience for gender-appropriate and gender inappropriate behavior |
| Gender schema theory | theory stating that an individual’s attention and behavior are guided by an internal motivation to conform to gender based sociocultural standards and stereotypes *gender schema organizes the world in terms of male and females |
| Evidence for schools being biased against BOYS | more likely to have a learning disability or ADHD, drop out of school, and be criticized by their teachers |
| Evidence for schools being biased against GIRLS | Compliance, following the rules, and being neat and orderly are valued and reinforced in many classrooms --> tendency to be compliant can result in diminished assertiveness |
| Gender intensification hypothesis | psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressures to conform to traditional masculine and feminine gender roles |
| Differences in gender aggression (2) | 1) boys/men = more physically agressive 2)relational aggression comprises more overall aggression for girls |
| Androgyny definition | The presence of a high degree of masculine and feminine characteristics in the same individual |
| Androgyny according to Bem Sex Role Inventory | more flexible + more mentally healthy than either masculine or feminine individuals |
| 2 things about "boy code" (Pollack) | 1) boys are socialized to not show their feelings + to act tough 2) boys would benefit from being socialized to express anxieties and concerns vs. keeping them bottled up |
| Rapport talk + who uses it more | language of conversation, establishing connections, and negotiating relationships; women use more |
| Report talk | talk that gives info, like public speaking; storytelling, joking, and lecturing with info; men use more |
| Girls view themselves as more ________ and __________ | prosocial; empathetic |
| Girls demonstrate _______ prosocial behavior and show _______ empathy than boys do | more; more |
| Girls/women: express ______ emotion than boys/men are _____ than boys/men at _____ emotions smile and cry ______ and are _____ | more better; decoding more; happier |
| boys aged 13-16 usually show ______ self-_______ of their emotions than girls do | less;regulation |
| Sexual script | a stereotyped pattern of role prescriptions for how individual should behave sexually |
| Components of sexual scripts (5) | 1) sex drive 2) physical and emotional approach to sex 3) sexual performance 4) initiation and gateway scripts 5) sexual evaluation |
| Men & sexual scripts (5) | -always ready for sex -physical approach -be sexually skilled -initiate sex -single men who have sex are rewarded, except when it is "too sexual" or "too casual" |
| Women & sexual scripts (5) | -inhibit sexual expression -emotional/relational approach to sex -be sexually skilled; also should have oral sex skills -gatekeep sex -single women who appear sexual are judged negatively |
| Why is it difficult to obtain info about adolescent sexuality through research? (2) | 1) assessing sexual attitudes and behavior is not always straightforward 2) research is limited by reluctance to answer questions about personal matters |
| Moral development involves... | thoughts, behaviors, and feelings regarding standards of right and wrong |
| 2 dimensions of moral dev. + definitions | 1) intrapersonal: a person's basic values and sense of self 2) interpersonal: a focus on what people should do in their interactions with other people |
| Preconventional reasoning: LEVEL | lowest level |
| Preconvential reasoning: STAGE 1 | punishment and obedience; moral thinking often tied to punishment |
| Preconvential reasoning: STAGE 2 | individualism, instrumental purpose, and exchange; individuals puruse their own interests and also let others to do the same |
| Conventional reasoning: LEVEL | 2nd level; internalization is intermediate |
| Conventional reasoning: STAGE 3 | mutual interpersonal expectations/relationships/interpersonal conformity; individuals value trust, caring, and loyalty to others as basis of moral |
| Conventional reasoning: STAGE 4 | social systems morality; moral judgements are based on understanding the social order, law, justice, and duty |
| Postconventional reasoning: LEVEL | Highest level; morality is more internal and not based on others’ standards |
| Postconventional reasoning: STAGE 5 | social contract or utility and individual rights; individuals reason that values, rights, and principles bolster or transcend the law |
| Postconventional reasoning: STAGE 6 | universal ethical principles; the person has developed a moral standard based on universal human rights |
| Kohlberg argued that these levels and stages.... (2) | 1) occur in sequence and are age-related 2) most adolescents reasoned at stage 3 |
| Internalization | the developmental change from behavior that is externally controlled to behavior that is controlled by internal standards and principles |
| As individuals age, their moral reasoning becomes ____ internalized | more |
| Gilligan's care perspective vs. Kohlberg's justice perspective | Gilligan: argues that K's theory does not adequately reflect relationships + concern for others; connectedness w/ others + concern for others Kolhberg: justice perspective focuses on rights of individual; independent moral decisions |
| Altruism definition | an unselfish interest in helping another person; adolescents often engage in altruistic acts |
| Empathy | reacting to another’s feelings with an emotional response that is similar to that person’s feeling |
| Parental discipline related to moral dev. (3) | 1) love withdrawal: parent removes attention/love from adolescents; provokes high arousal 2) power assertion: parent attempts to gain control over adolscent + their resources 3) induction: parent uses reason & explanation of consequences; enough arousal |
| Goals, values, and clarification of service learning | form of education that promotes social responsibility and service to the community |
| Definition of values | are beliefs and attitudes about the way things should be; involve what is important to us |
| What developmental changes occur that might influence how adolescents view + question various religious beliefs (2) | Cognitive Changes: thinking abstractly, idealistically, logically Erikson’s Theory: identity development is a central focus of adolescence |
| Religious socialization | introduce certain beliefs to children; ensure that they will carry on a religious tradition |
| Which racial/ethnic groups are typically targeted in sex trafficking? | mostly US American citizens; African American (70%); stems from oversexualization of black & brown women's bodies |
| Trafficker definition | someone who illegally exploits victim for forced labor or sexual acts |
| Crimes considered commerical sex trafficking of minors & sexual exploitation | trafficking: anything to do with recruiting, obtaining, maintaining, transporting minors for sexual exploitation exploitation: prostitution, pimping, performance in sexual venues, porn, sex tourism/child marriage |
| NCTSN estimates of how many children have histories with child welfare system | 50-90% of youth w/ histories w/ child welfare system enter trafficking |
| Risk factors of commericial sexual exploitation + sex trafficking of minors (4) | Substance use/abuse Sexualization of children, particularly girls, in U.S. society Perception that involvement in sex after puberty is consensual Disability |
| Why may survivors of ST not acknowledge to authorities? (2) | may not view themselves as “victims" may be too traumatized to report or disclose the crimes committed against them |
| Surgeon General's Report: positives of social media's impact | community, connection, access to important info, self-expression, helpful for community w/ marginalized youth |
| Surgeon General's Report: negatives of social media's impact | majority of kids (8-17) are on SM, harmful content on the internet normalizes it for teens, childhood deaths/suicide linked to harmful content on SM |
| Family controlled sex trafficking (2) | Family exploits child Youth feel betrayal, but don’t want to lose their family |
| "Survival sex" sex trafficking (3) | No trafficker necessarily, but there is a buyer willing to exploit their vulnerabilities Provide food or shelter in exchange for sex No middle man |
| Gang-controlled sex trafficking (2) | Sexual exploitation by a gang; being bought and sold by gang You might think the victim is in the gang, but in reality, they are being sold |
| Pimp-controlled sex trafficking (4) | Pimp = trafficker Pimp can be male or female; taking the money and profiting off of a victim Love can be just as much of a factor as more obvious force; traffickers often invests weeks or months into building relationship w/ child |
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