Women's Chapter 6
what are women's fears of switching from traditionally masculine pursuits?
1.) women desire a job with greater flexibility. 2.) women were unhappy with the high time demands of jobs in traditionally masculine fields. 3.) women had low intrinsic interest in the value of the physical sciences.
A meta-analysis of sex comparisons in self-esteem found:
A.) A small difference in favor of males with the largest sex difference emerging during adolescence.
The Achievement Motive is:
A.) A stable personality characteristic that reflects the tendency to strive for success.
When a cause is assigned to a behavior it is called a(n):
A.) Attribution
The association of negative consequences with achievement is known as:
A.) Fear of success
According to the Expectancy/Value Model of Achievement, performance expectancies and values are influenced by:
A.) Gender-role socialization and experiences.
From elementary school through graduate school, teachers:
A.) Interact more with boys than girls and give boys better feedback than girls.
When female and male college students completed a social sensitivity test that involved decoding nonverbal cues:
A.) Men performed more poorly than women when told the test measured social sensitivity.
The emphasis on close relationships is known as:
A.) Relational interdependence.
When females have a high need for achievement but believe achievement conflicts with their gender role they might:
A.) Tell their peers that they scored lower on an exam than they really did.
Females are concerned that attaining high levels of achievement will have social costs.
A.) True
Girls get better grades than boys because they are more agreeable and teachers perceive them as less disruptive.
A.) True
One study investigating the effect of knowledge of stereotype threat demonstrated that women performed the same as men on a math test when the task was viewed as a math test but information on stereotype threat was provided.
A.) True
Parents rate girls' math ability as lower than that of boys and believe math is more difficult for girls than for boys despite equal performance by girls and boys in math during elementary school.
A.) True
Sex differences in self-construal are universal.
A.) True
Stereotype threat may interfere with performance by reducing cognitive capacity.
A.) True
The relation of gender role to self-esteem is stronger than the relation of sex to self-esteem.
A.) True
When girls receive negative feedback, it is more likely to be related to their schoolwork than work-irrelevant domains, such as conduct or appearance; thus girls take negative feedback seriously.
A.) True
Women are more responsive to feedback than men because they find the feedback to be more informative about their abilities.
A.) True
The cause for a behavior that may change with time, day, or place is a(n):
A.) Unstable attribution
A reason for fear of success for men is the major negative consequence of self-absorption is:
A.) true
A woman who believes graduating at the top of the class will bring respect from peers and parents does not have a fear of success.
A.) true
In order to have a fear of success the individual also must believe achievement is possible.
A.) true
The theory that achievement-related choices are a function of our expectancy for success and our value of the area is called:
B.) Expectancy/value model of achievement.
The cause assigned to a behavior that originates in the environment is called a(n):
B.) External attribution
Because of fear of success girls' social self-image improved most if they received C's in math rather than B's or even A's.
B.) False
Parents encouraged computer usage in girls more than boys, but boys ended up believing that they were better at computers compared to girls.
B.) False
People who have a fear of success are incapable of high achievement and associate negative consequences with achievement.
B.) False
Self-fulfilling prophecies are less likely to occur when parents endorse the entity theory of competence.
B.) False
Teacher expectations have been shown to have minimal effects on student performance.
B.) False
Women invest in the broader social structure and embed themselves in larger groups, and men orient themselves toward a small number of relationships.
B.) False
A reason for lower self-esteem in girls given in the text might be that:
B.) Girls have less favorable attitudes than boys toward their gender role.
Men are more likely to discount negative feedback:
B.) In an effort to protect their self-esteem.
The sense of self based on connection to others is:
B.) Interdependent self-construal
Parents' stereotypes lead them to make different attributions for girls' and boys' success in different subject areas. For example:
B.) Parents are more likely to attribute boys' success in math to talent (an internal, stable attribution) and girls' success in math to effort (an internal, unstable attribution)
The achievement motive was measured using:
B.) People's responses to scenes from Thematic Apperception Test (TAT) cards.
Sex-differences in self-confidence:
B.) Seem to be limited to masculine tasks.
The theory that activating the female stereotype hinders women's performance is called:
B.) Stereotype threat.
It is possible that the effects of a stereotype threat may be nullified by:
B.) Teaching people about it.
The Achievement Motive has been criticized because:
B.) The female gender role conflicts with the characteristics that defined the achievement motive.
The requirement for a fear of success is:
B.) The person must associate achievement with negative consequences.
Why is it that women may appear less confident?
B.) They are reluctant to display confidence when they have outperformed another person because women don't want to threaten another's self- esteem.
Wigfield and Eccles argue that the reason there are fewer women in math and sciences has more to do with:
B.) Values than competence.
A woman who believes graduating at the top of the class will lead people to dislike, tease, or avoid her may have a drive for success.
B.) false
As in most professions, women are entering the field of computer science.
B.) false
When defining oneself, men maintain an ________ self-construal; women, by contrast, maintain a(n) _______ self-construal.
B.) independent; interdependent
The best explanation for the theory of stereotype threat which suggests that the salience of stereotypes may have a negative impact on performance is that:
C.) Activating the stereotype increases the pressure on individuals during performance—a pressure that arises due to fears of confirming the stereotype.
The following is true about sex-differences in the self-serving bias:
C.) Among older adolescents and adults, men displayed more of a self-serving bias than women.
If we expect women to fail at a masculine task, we should attribute their success to:
C.) Effort and good luck
The belief that competence is due to fixed ability and cannot be changed is the basis for:
C.) Entity theory of competence
The sense of self based on independence, individuation, and separation from others is called:
C.) Independent self-construal
A cause assigned to a behavior that originates within the person is called a(n):
C.) Internal attribution
The major factor that influences sex differences in self-confidence is:
C.) The nature of the task
Horner noted that women did not have the Achievement Motive, but rather a:
C.) fear of success
Interdependence is a broad term including a relational and collective component. Women are more likely to emphasize the ______ aspect, whereas men are more likely to emphasize the _______ aspect.
C.) relational, collective
Female 12th-graders who aimed to pursue traditionally masculine fields but switched to neutral or feminine fields 7 years later tended to give which of the following reasons.
D.) All of the above
Female engineering students expressed a number of concerns about their future careers, including:
D.) All of the above
It has been suggested that women may be more influenced than men by the feedback they receive from others about their performance because:
D.) Both A and B
Horner (1972) found several indicators of women's fears of success one of which was:
D.) Both A and C.
The connection to others derived from group membership is called:
D.) Collective interdependence
A meta-analytic review of the different domains of self-esteem showed that:
D.) Males score higher than females on appearance and athletic self-esteem.
The tendency to assign internal attributions for success and external attributions for failure is a(n):
D.) Self-serving bias
The cause for a behavior that does not change over time is called a(n):
D.) Stable attribution
According to the expectancy / value model of achievement, we pursue areas of achievement: in which we expect to ________
D.) That we value and in which we expect to succeed.
One of the challenges with the way achievement motive was measured was that:
D.) Women may not have seen the images depicted on the TAT cards as relevant or interesting to them.
people who have a fear of success...
are capable of high achievement but associate negative consequences with achievement.
fear of success
association of negative consequences with achievement
entity theory (of competence)
belief that competence is due to fixed ability and cannot be changed
attribution
cause assigned to a behavior
external attribution
cause assigned to a behavior that originates in the environment
internal attribution
cause assigned to a behavior that originates within the person
stable attributions
cause for a behavior that doesn't change over time
unstable attribution
cause for a behavior that may change with time, day, or place
collective interdependence
connection to others derived from group membership
relational interdependence
emphasis on close relationships
fixed mindset
performance is assumed to reflect ability that is unchangeable. example = United States
growth mindset
performance is assumed to reflect effort that is modifiable. example = Asia
stereotype threat
provokes anxiety which then interferes with performance. interferes with performance by reducing one's cognitive capacity or one's ability to focus on the task at hand.
2 kinds of interdependence
relational interdependence or close relationships with others. and collective interdependence or group memberships and affiliations.
STEM fields of study and/or job pursuits
science. technology. engineering. mathematics.
interdependent self-construal
sense of self based on connection to others
independent self-construal
sense of self based on independence, individuation, and separation from others
sex difference in self-confidence and the nature of the task
sex differences in self-confidence seem to be limited to masculine tasks. women tend to underestimate their performance and lack self-confidence. the lack of self-confidence could be a contributing factor to the underrepresentation of women in masculine areas of achievement. highlighting math and science.
Achievement Motive
stable personality characteristic that reflects the tendency to strive for success
self-serving bias
the tendency to assign internal attributions for success and external attributions for failure
expectancy/value model of achievement
theory that achievement-related choices are a function of our expectancy for success and our value of the area
stereotype threat
theory that activating the female stereotype hinders women's performance
evaluative feedback
women are more responsive to evaluative feedback than men. they use it to make inferences about their abilities. women view the information as more accurate i.e. as more informative of their abilities
