Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Stack #4652513
| Question | Answer |
|---|---|
| Social Role Theory | Your job/role in society determines your personality and how others see you. en: More Agentic (Goal-oriented, assertive, dominant). Women: More Communal (Relationship-oriented, nurturing). |
| Gender Schema Theory | A "mental lens" or filter that leads us to categorize information as "for boys" or "for girls." |
| Martin & Halverson (Garages) | Task: Participants rated degendered transcripts of same-sex and mixed-sex (MF) pairs. Findings: MF conversations were often misidentified as Female-Female (FF). Lesson: people adapt their style to their partner, making "topic" a bad way to judge gender. |
| Stereotype Threat | Fear of confirming a negative stereotype causes anxiety, leading to lower performance. |
| Independent Self-Construal | Defining self by internal traits and being separate from others (More common in Men) |
| Interdependent Self-Construal | Defining self through relationships and connections to others (More common in Women). |
| Teacher Feedback (Boys) | Given "Process" feedback (effort/strategy); leads to higher persistence after failure. |
| Teacher Feedback (Girls) | Given "Ability" or "Neatness" feedback; can lead to lower persistence if they think they "aren't good." |
| Parental Influence (Sons) | Parents are stricter and more traditional regarding gender roles/behavior for sons. |
| Parental Influence (Daughters) | Parents' traditional stereotypes (e.g. "math is for boys") hurt daughters' achievement more |
| The Heterosexual Script | Social "playbook" where men are initiators (ask/pay) and women are gatekeepers (respond/limit). |
| Normative Male Alexithymia | A socialized (not biological) difficulty in men identifying or describing their emotions. |
| Agency vs. Communion | Men's friendships focus on Agency (doing activities); Women's focus on Communion (sharing feelings). |
| The Noise Generator Study | When participants were deindividuated (anonymous), sex differences in aggression disappeared. |
| Cognitive Development Theory | Acquisition of gender roles is an active process in a child’s mind. |
| Dispositional View | Behavior is due to your internal personality/traits. |
| Structural view | Behavior is shaped by the structure of everything around you (environment/expectations). |
| Yearbook Research Study | Task: Compared smiles in elementary vs. HS yearbook photos of Black and White boys and girls. Findings: Black boys smiled significantly less by high school. Meaning: Gender Role Strain; boys adopt a "tough" pose to navigate social stereotypes. |
| Leslie & Cimpian | Task: Surveyed professors in fields like Philosophy and Math. findings: Fields that believe "innate brilliance" is required have fewer women and African Americans. |
| Pager Study | Task: Compares what women report about their emotions in real-time vs. men. Finding: There are fewer actual gender differences in emotion than stereotypes suggest. |
| Writing Noise Experiment | External Group: (blamed machine). Internal Group: (blamed themselves). Key Discovery: Attributing failure to Internal/Stable traits (like ability) causes people to quit faster than attributing it to External/Unstable factors (like a glitch). |
| Homopholy: | Choosing friends with the same interests (not necessarily gender) |
| Homogamy | Marrying/partnering with someone like you (same interests). |
| Homophily Amplification | Being around similar peers makes specific behaviors (like aggression or video gaming) stronger. |
| Same-Sex Play | Starts and peaks earlier for girls (by about a year) than boys. Boy groups Bigger, but not as intimate |
| Friendship Values | Men: Value shared activities more. Women: Value intimacy more. Both: Value Honesty, Reliability, and Agreeableness most. |
| Co-rumination: | Spending a lot of time discussing problems with a friend. Pros: Requires/builds good friendship. Cons: Bad psychologically for the individual (increases anxiety). |
| Out-group Homogamy Effect | As you age, you care more about same-race friendships. |
| Stereotype Threat elimination | Use Self-Affirmations or highlight a different identity (e.g., "I am a college student"). |
| Attribution Theory | Internal/Stable: Ability. Internal/Unstable: Effort/Studying. External/Stable: Task Difficulty. External/Unstable: Luck. |
| Implicit | Implicit: |
| Explicit | Controlled, conscious. |
| Egoistic Dominance | Behavioral pattern in boys/men driven by a need for control in play. |
| Normative Male Alexithymia: | When men cannot identify the emotions they are feeling. |
| Transformational leadership style | All a team," making everyone better (More women). |
| Transactional Leadership style | "Do this and I'll do that for you" (More men). |
| Parents | Parents socialize children by showing different emotional reactions and making different attributions for performance in different areas. When parents endorse traditional stereotypes, it predicts more traditional attitudes in daughters. |
| What are the current statistics for college attendance and degree completion by sex (2017 data)? | College Attendance: Women 72% vs. Men 61%. Degree Completion: Women 56% vs. Men 44%. gap is even wider for African-American women (65%) and Hispanic women (61%) compared to their male counterparts. |
| Describe the "Computer Science Case" trend between 1986 and 2016. | There has been a significant decline in women’s representation in Computer Science. 1986: 35% of all BAs. 2016: 19% of all BAs. |
| What are the individual and social explanations for why women may not reach their full achievement potential? | Individual: Associating success with negative social consequences, lower self-confidence/self-esteem, and stereotype threat. Social: Low expectations or restrictive beliefs from parents and teachers. |
| What did 1970s research suggest was the "key" to Fear of Success? | A person must believe that achievement is possible but associate that success with negative consequences. It often reflects discomfort with gender-role incongruent behavior. |
| How do modern investigations of FoS differ in college vs. high school? | Self-report findings show women score higher than men in Fear of Success in college, but not in high school. |
| What was the result of the Quadlin (2018) job application and GPA study? | High-achieving men and moderate-achieving women were called back most frequently. (High-achieving women were less likely to be called back than high-achieving men). |
| What is the "Modesty Norm" explanation for lower self-confidence in women? | Women may appear to have lower self-confidence to avoid violating social norms regarding modesty. Research (Moss-Racusin) shows women are more successful at promoting the merits of others than their own. |
| How does feedback affect men and women differently according to the slides? | Women are generally more responsive to feedback. One study showed that negative feedback had no effect on men’s rating of their leadership skills but led to a decline in the importance women attached to leadership skills. |
| What is the "Mechanism" of Stereotype Threat? | 1. Anxiety interferes with performance. 2. Reduced Focus: Intrusive, distracting thoughts and evaluation apprehension. 3. Working Memory: The threat taxes working memory capacity. |
| Name five ways to reduce Stereotype Threat. | 1. Highlight unstable attributions (effort vs. ability). 2. Provide ways to cope with the threat. 3. Educate people about what stereotype threat is. 4. Change the environment. 5. Practice self-affirmation. |
| What are the five main challenges in Cross-Sex (CG) friendships? | Emotional Bond Is it friendship or romantic love Sexual Challenge Is there sexual attraction Equality Challenge Is the power dynamic equal Audience Challenge How do others view the relationship Opportunity Challenge: Are people available to be friends |
| Which challenges are considered the "greatest" in CG friendships? | The emotional bond and sexual challenges. Sexual challenges are reported as more common for men than women. |
| What is "mate-poaching" in the context of CG friendships? | It refers to attempts to attract someone who is already in a relationship. According to the slides, men are more likely than women to engage in this behavior. |
Created by:
user-1948683