1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student...

19
1 Psychology 320: Gender Psychology Lecture 24

Transcript of 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student...

Page 1: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

1

Psychology 320: Gender Psychology

Lecture 24

Page 2: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

2

Invitational Office Hour Invitations, by Student Number for November 19th

11:30-12:30, 3:30-4:30 Kenny 2517

15541071

22641096

46520078

60266087

67489088

Page 3: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

3

Social Learning Explanations of Gender Differences:

1. What theories illustrate the social learning view? (continued)

Page 4: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

4

By the end of today’s class, you should be able to:

2. distinguish between positive and negative reinforcement and punishment.

1. describe the socialization theory of gender development.

3. discuss differential patterns of reinforcement and punishment for boys and girls.

Page 5: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

5

5. review evidence that supports the social role theory of gender development.

4. describe the social role theory of gender development.

Page 6: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

6

2. Socialization (Operant Conditioning) Theory

Maintains that the characteristics of females and males diverge because they are reinforced and

punished by their caregivers and peers for exhibiting different characteristics.

What theories illustrate the social learning view? (continued)

Page 7: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

7

Many studies have documented the differential patterns of reinforcement and punishment of females

and males by caregivers and peers. Examples:

Theorists distinguish between positive reinforcement, negative reinforcement, positive punishment, and negative punishment.

Page 8: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

8

• Raag & Rackliff (1998): Found that:

(a) more girls than boys believed that their mother or father would approve of cross-gender-typed play.

(b) more boys than girls believed that their mother or father would disapprove of cross-gender-typed play.

Page 9: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

9

(c) boys believed that their father was more likely than their mother to disapprove of cross-gender-typed play.

(d) in contrast to boys who believed that their father would approve of or be indifferent to cross-gender-typed play, boys who believed that their father would disapprove of cross-gender-typed play did not play with “girl toys.”

Page 10: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

10

Mean Time Boys Played With Dish Set as a Function of Perceptions of Father’s Expectations Regarding Cross-

Gender-Typed Play (Raag and Rackliff, 1998)

0

10

20

30

40

50

60

70

80

90

100

Bad

Good/Doesn'tMatter

Se

cond

s

Page 11: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

11

• Lamb, Easterbrooks, & Holden (1980): Found that, with respect to teachers and peers:

(a) boys and girls were more likely to be reinforced for gender-role congruent activities than gender-role incongruent activities.

(b) boys and girls were more likely to be punished for gender-role incongruent activities than gender-role congruent activities.

Page 12: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

12

(c) boys and girls continued gender-role congruent activities that had been reinforced for a longer duration than gender-role incongruent activities that had been punished.

(d) older children were more likely than younger children to engage in intentional punishment (e.g., criticism, disapproval vs. diversion, abandon play) of peers for gender-role incongruent activities.

(e) boys were more likely than girls to receive intentional punishment from other boys and girls for gender-role incongruent activities.

Page 13: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

13

Although children acquire many of their gender-role congruent characteristics through external

reinforcement and punishment, research suggests that, as they mature, they begin to regulate their actions through internal reinforcement and punishment (e.g., self-approval vs. self-disapproval).

Page 14: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

14

3. Social Role Theory

Maintains that the characteristics of females and males diverge because they are assigned to social roles (e.g., domestic roles, occupational roles) that require distinct attributes.

Page 15: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

15

According to this theory, “women and men seek to accommodate sex-typical roles by acquiring the

specific skills and resources linked to successful role performance and by adapting their social behaviour to role requirements” (Eagly & Wood, 1999).

Page 16: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

16

Thus, females are more likely than males to develop expressive characteristics because they are assigned to roles (e.g., homemaker, teacher, nurse) that

require these attributes.

In contrast, males are more likely than females to develop instrumental characteristics because they are assigned to roles (e.g., executive, politician,

military officer) that require these attributes.

Page 17: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

17

Consistent with social role theory:

(a) females are more likely than males to be employed in occupations that require expressivity and males are more likely than females to be employed in

occupations that require instrumentality:

Page 18: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

18

Occupation Percent Female

Lawyer 30

Police officer 14

Securities salesperson 29

Chief executive 24

Marketing manager 41

Social worker 80

Counsellor 70

Teacher 72

Librarian 85

Child-care provider 95

Registered nurse 92

Secretary 97

Wait staff 78

Cleaner 90

Percentage of Females in Distinct Occupations(US Bureau Labor Statistics, 2005)

Page 19: 1 Psychology 320: Gender Psychology Lecture 24. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

19

Social Learning Explanations of Gender Differences:

1. What theories illustrate the social learning view? (continued)