1. 1 Psychology 320: Gender Psychology Lecture 26

2. 2 Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny 2517 20147088 26681098 28424109 40435109 47580089 68001064

3. 3 Announcement On Wednesday, November 24 th, we will have a guest lecturer speak to us about transgenderism. Please read chapter 6 of the textbook (“Considering Diversity,” p. 155-159) and consider any questions you may want to ask Wren about this subject.

4. 4 Cognitive and Alternative Theories of Gender Differences 1. What theories illustrate the cognitive view? (continued) 2. What is the interactive model of gender-related behaviour?

5. 5 By the end of today’s class, you should be able to: 1. review evidence that supports the gender schema theory of gender development. 3. describe the script theory of gender development. 2. suggest how a “gender aschematic” individual may be raised. 4. describe the interactive model of gender-related behaviour.

6. 6 Cherney (2005): Found that both children and adults remembered sex stereotyped toys better than “neutral toys.”  Substantial research has demonstrated that gender schemas influence what we attend to, what we encode in memory, and what we recall from memory. What theories illustrate the cognitive view? (continued)

7. 7 Martin and Halverson (1983): Found that children were more likely to misremembered pictures depicting people engaged in gender-inconsistent activities than pictures depicting people engaged in gender- consistent activities. Cherney and Ryalls (1999): Found that adults exposed to gender-consistent and gender-inconsistent items in a room were better able to recall gender consistent items than gender-inconsistent items.

8. 8 Mean Number of Gender-Stereotyped Objects Recalled by Men and Women Mean number of objects recalled

9. 9  Research (e.g., Bem, 1981; Cherney & Ryalls, 1999) suggests that: (a) males are more gender schematic than females. (b) sex-typed individuals (as determined by the BSRI) are more gender schematic than non-sex typed individuals.

10. 10  On the basis of her recent work, Bem has argued that the ideal is to be gender aschematic (vs. androgynous). She has proposed several ways in which individuals may become gender aschematic:

11. 11 Bem’s Ideas on How to Raise a Gender Aschematic Child

12. 12 3. Gender Script Theory  Builds on Bem’s gender schema theory.  Maintains that children engage in sex-typed behaviour as a consequence of the development of gender scripts.  Gender scripts: Contained within gender schemas; indicate “temporally organized event sequences” (Levy & Fivush, 1993) appropriate for each sex.

13. 13  Script theorists maintain that children develop “masculine” scripts (e.g., working with tools, cutting the lawn) and feminine scripts (e.g., cooking dinner, doing laundry) from observation of models within the environment.  Although relatively little research has examined gender script theory, findings that have emerged support the view that people maintain gender scripts.

14. 14  These scripts guide gender-appropriate behaviour. Moreover, like schemas, they influence what we attend to, what we encode in memory, and what we recall from memory.

15. 15 What is the interactive model of gender-related behaviour? Emphasizes three determinants of sex differences in behaviour: (a) the perceiver’s expectancies, (b) the target’s self-concept, and (c) the situation. In contrast to the theories of gender development that we have considered thus far, the interactive model examines how the immediate context influences the expression of gender-related behaviour.

16. 16 The Interactive Model of Gender-Related Behaviour (Deaux and Major, 1987)

17. 17 Cognitive and Alternative Theories of Gender Differences 1. What theories illustrate the cognitive view? (continued) 2. What is the interactive model of gender-related behaviour?