Psychology of Women, Fall 2009

Learning Objectives

The learning objectives list the most important ideas and concepts from each chapter.  Look over learning objectives before reading chapter to determine on what to focus.  Use as a study guide when preparing for the exam. You are also responsible for material covered in lecture, in-class videos and demonstrations.

Chapter 3:  Childhood 

1.  Be familiar with the four theoretical perspectives presented in lecture

           a.  Freud

·      What are the major premises of Freudian psychoanalytic theory?  

·      During the phallic stage, how do boys and girls develop their gender identity and sexual identity through the Oedipus and Electra Complex?

·      What are common criticisms of Freudian theory?

          b.  Chodorow

·      Describe process by which girls and boys establish gender identity. 

·      How to girls' relationship with their mother shape their identity. 

·        Describe how boys' gender identity involves rejection of mother and modeling masculinity.

·        What are criticisms of her theory?  What are strengths of her theory? 

c. Social Learning

·         How do children become gender-typed according to social learning theory?

·        Provide examples of differential treatment of females and males by

                        these socializing agents: parents, schools, peers, media.  Is there cultural

                        variation in socialization of gender roles?

·        What evidence supports or does not support social learning theory? 

            d. Cognitive Developmental

·        What is a schema and how is one formed and changed?

·         How does children's intellectual development and learning relate to the development of gender identity? 

·        Why do children's self-schema incorporate gender? 

·        What evidence supports or does not support cognitive developmental approaches to development?

2.  Is it possible to change gender roles ?  Discuss the four theoretical approaches in terms 

     of whether change is possible or likely.  If change is possible how could it come

     about?

4.      There is a proverb, “Beauty is in the eye of the beholder.”  Is the masculinity or femininity of an infant also in the eye of the beholder?  In what ways do both parents and strangers provide evidence for the perceived differences between male and female infants?

5.      Imagine that a family has twins, a girl named Kristen and a boy named Jim.  Based on the information on families and gender typing, how would you predict that their parents would treat Kristen and Jim?  Discuss four areas in which parents might respond differently to boys and girls: (a) gender-typed activity, (b) discussion of emotion, (c) aggression, and (d) independence.

6.      Discuss four ways discussed in the text that peers encourage gender typing and provide examples of each of the four ways.

7.      How might teachers reinforce gender stereotyping in the classroom?

8.      Describe in detail how books and television convey gender stereotypes.   How can these media influence children’s toy preferences and other activities?

9.      As children grow older, they know more about gender stereotypes, but these stereotypes are ore more flexible.  Describe the research that supports this statement. 

10.  Are gender stereotypes more restrictive for boys than for girls and fathers more likely than mothers to encourage these stereotypes?  Discuss this issue, being sure to mention parents’ reactions to their children’s gender-related activities, children’s ideas about occupations, and any other topics you consider relevant.