1 Psychology 320: Psychology of Gender and Sex Differences November 4 Lecture 22.

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1 Psychology 320: Psychology of Gender and Sex Differences November 4 Lecture 22

2 Office Hour Invitations November 8, 11:30-2:30, Kenny

3 Announcement Due to a malfunction of the machine that scores the scantron forms, there will be a short delay in the posting of the grades for the first exam. I will inform the class via when the grades are available on the course website.

4 The peer mentors (Derek, Natalie) will hold a tutorial today: When? 5:00-6:00 (Note change in time.) Where? Kenny 2101 Reminder

Need money for a worthy cause? Just ask for it. Apply for a grant to run a project with a community partner. Give back to the community and get up to $2000 in funding for supplies Practice putting together a budget Practice managing a project from start to finish Examples include throwing an event or block party, or holding a workshop for the community APPLY BY NOVEMBER 14 earning UBC Community Learning Initiative

A little R&R …. (Review and Reflect) 6

7 Social Learning Theories of Gender Development 1. What theories illustrate the social learning view?

8 1.describe the social cognitive theory of gender development. 2. identify common models of gender. By the end of today’s class, you should be able to:

9 What theories illustrate the social learning view? The social learning view emphasizes social influences and learning processes in gender development. Three theories illustrate the social learning view:

10 1.Social Cognitive Theory  Maintains that the characteristics of females and males diverge because they learn sex-appropriate characteristics from distinct models.

11  Research indicates that people are more likely to imitate a model when the model: is of the same sex as the observer. behaves in a gender-role congruent way.

12  Models may be “real-life” models or symbolic models: parents. peers. toys. books. television programs. advertisements. music videos. computer games.

Common Toys for Girls 13

Common Toys for Boys 14

“Classic” Books for Children 15

16  Contemporary research (e.g., Diekman & Murnen, 2004; Gooden & Gooden, 2001) indicates that: Females and males are presented as the main character in children’s books with equal frequency. Males are featured more frequently in illustrations than females. Males are depicted in more varied roles than females.

17 Both sexes continue to be portrayed in gender-typical ways. In contrast to “sexist” books, “nonsexist” books present females as more masculine but do not present males as more feminine.

The Berenstain Bears Little Bear Children’s and Primetime TV Series Real Housewives (of Vancouver) Flashpoint Homeland Mighty Machines Gossip Girl 18 The Bachelor Mad Men

 Signorielli & Lears (1992), Rivadeneyra & Ward (2005), Zurbiggen & Morgan (2006): Found a positive correlation between time spent watching television and the extent to which children and adults hold gender-role stereotypes. 19

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Contemporary Advertisements 21

Contemporary Advertisements 22

Contemporary Advertisements 23

24 1.describe the social cognitive theory of gender development. 2. identify common models of gender. By the end of today’s class, you should be able to: