Psych of Gender Exam 3 Chapter 6
The basic concern is that achievement is inconsistent with the female gender role. Females are concerned that what?
Attaining high levels of achievement will have social costs
People who have a fear of success are what?
Capable of high achievement but associate negative consequences with achievement
In general, men's success is attributed to internal causes, in particular, ability, and women's success is attributed to internal, unstable causes or external causes. The implications are that men's success will be repeated, but women's will not. By contrast, men's failure is attributed to external causes or internal, stable causes. The implications are what?
That women's, but not men's, failure will be repeated
There is a small sex difference in self-esteem, in the direction of males have what?
a more favorable view of themselves than females
Parents communicate these stereotypes to children by the activities they encourage, the toys they buy, the time they spend with children on specific what?
activities, and the attributions they make for performance
In addition to performance deficits, stereotype threat may have long-term consequences in terms of deterring a group to pursue what?
an area for which they have performed poorly
Stereotype threat may interfere with performance by increasing anxiety, distracting one from what?
attending to the task, and reducing cognitive capacity
Teachers give boys more what?
attention than girls in school
Parents' communications influence children's ability perceptions and, ultimately, what?
children's performance
Teachers provide more negative behavioral feedback to boys than girls, which ends up reinforcing the behavior and allowing boys to what?
discount negative feedback about their classwork
The effects of stereotype threat may be reduced by attributing the stereotype to effort rather than ability, by disassociating one's identity from performance, by what?
educating people about stereotype threat, and by self-affirmation
Interdependence is a broad term, including a relational and a collective component. Women are more likely to emphasize the relational aspect, whereas mean are more likely to what?
emphasize the collective aspect
According to the expectancy/value model of achievement, we pursue areas of achievement in which we what?
expect to succeed and that we value
Teachers are more likely to criticize boys than girls in school- but criticism can be helpful as it provides what?
feedback about how to change behavior
Women are higher in gender-based rejection sensitivity compared to men, meaning that they are more likely to perceive rejection based on what?
gender and respond more strongly to it
Teachers have different beliefs about girls' and boys' abilities, which translate into how they spend time with girls and boys as well as the nature of the feedback they provide. Like parents, teachers attribute what?
girls' success in math to effort and boys' success in math to ability
Parents' beliefs may have a stronger influence on children's abilities among parents who what?
hold an entity theory of ability
Sex differences in self-construal may be influenced by ethnic and cultural factors. Western cultures emphasize what?
individualism, which is reflected in the independent self-construal
Men's sense of self is based more on independence, whereas women's sense of self is based more on what?
interdependence
Age is an important moderator of sex differences in self-esteem; the difference appears what?
largest among adolescents
Sex differences in self-confidence are linked to the nature of the task; that is, women are less confident of their abilities in traditionally masculine fields compared to men. Thus, lack of self-confidence could be a contributing factor to the underrepresentation of women in what?
masculine areas of achievement, specifically math and science
To the extent that males and females make different attributions for their own performance, this difference appears on what?
masculine tasks, which are basically achievement oriented
Women who are proficient in math are also likely to be proficient in other areas, providing them with greater flexibility in choosing what?
occupations to pursue
Women and men attach different values to achievement-related pursuits. Women are less interested in STEM careers and more interested in jobs and careers that involve what?
people compared to men
Part of the sex difference in self-confidence is due to women appearing less confident. Women are more reluctant than men to promote their positive qualities, and are more more successful in what?
promoting the positive qualities of someone else than themselves
Men may discount negative feedback in an effort to what?
protect their self-esteem
Teachers provide more positive behavioral feedback to girls than boys, which ends up diluting the positive feedback that girls receive about their classwork and potentially leads females to attribute positive feedback that they receive in the what?
real world to extraneous factors
These different self-construals have been differentially linked to what?
self-esteem in men and women
Gender-related traits, such as agency and communion, seem to show stronger relations to what?
self-esteem than sex, per se
Gender typical behavior is related to what?
self-esteem when freely chosen
males' self-esteem may be particularly affected when outperformed on a task by a significant other- especially when the task is what?
self-relevant, consistent with self-evaluation maintenance theory
Teacher expectations have been shown to affect what?
student performance
Even when abilities seem to be equal, women and men have different expectancies for what?
success in an area
The fear of success literature was, and still is, quite controversial. There is concern with the validity of the projective tests that were first used to identify a fear of success in women. However, some self-report instruments show that women more than men associate what?
success with negative consequences
Women are more responsive to evaluative feedback than men-- meaning what?
that they use it to make inferences about their abilities
One reason that women are more responsive to feedback is that they view the information as more accurate-- as more informative of what?
their abilities
One dimension of self-esteem particularly relevant to adolescent females is body image. Adolescent girls are more unhappy with their bodies than adolescent boys, which may partly account for adolescent girls' lower levels of overall self-esteem. This sex difference extends into adulthood but what?
varies across race and ethnicity
Parents have stereotypes that boys are better than girls in athletics and math and girls are better than boys in what?
verbal abilities and music, regardless of actual school performance
People's beliefs about the causes of their performance have implications for their future efforts in that area. If we attribute the cause of a failure to lack of ability, such as the case of females in math or males in English, we are less likely to pursue work in that area. If we attribute the cause of a success to an unstable factor, such as females believing they have to put considerable effort into math to do well, we are less likely to pursue areas of interest in which we believe what?
we have the ability to succeed
To the extent that a sex difference in self-confidence exists, it appears to be a combination of what?
women being under confident and men being over confident
Some women who start out in traditionally masculine fields leave those domains for more traditionally feminine pursuits. Further research with these women will tell how much of this change is due to the preferences on the part of what?
women versus characteristics of the work environment
Stereotype threat is the idea that activating a stereotype may create a concern with confirming the stereotype and thereby interfere with performance. In the area of gender, it has most often been applied to what?
women's math performance, but it can affect any group and domain for which there is a stereotype
