Summary
Summary of gender
A complete in-depth summary of the entire AQA gender unit includes the assumptions and information for each spec point and the evaluation points that can then be used in essays.
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SEX AND GENDER:DEFINITIONS:
o Sex: biological differences between males and females inc chromosomes, hormones, and
anatomy (in terms of male/female)
o Gender: psychological/cultural differences between males/females inc attitudes, behaviours, or
social roles (in terms of feminine/masculine)
o Sex role stereotypes: set of beliefs/preconceived ideas on what’s expected or appropriate for
males/females in a given society.
o Gender dysphoria: for most, bio sex and gender identity correspond as most males/females
identify as masculine/feminine.
However, some experience gender dysphoria where their bio sex doesn’t reflect their inside
feelings or how they identify. Some undergo reassignment surgery to align their sexual identity
with their gender identity.
o Androgyny: co-existence of masculine/feminine characteristics in 1 person. Not associated with a
sex, males/females can be androgynous.
Beneficial as a person may act masculine in some situations e.g., dominance in the workplace, and
feminine in other situations e.g., nurturing at home. May also simultaneously blend elements of
both.
RESEARCH:
SMITH AND LLOYD (1978): IMPERATO MCGINLEY ET AL (1974):
Aim: investigate gender stereotyping Aim: demonstrate that individuals can
Method: 4–6-month-old babies (irrespective of sex) change their gender role/identity
were dressed ½ the time in boys and ½ in girls’ Method: case study on 4 males from the
clothes. Adults were ppts + their interaction with Batista family. Had a mutant gene from
babies were observed. ancestors carried by both parents so didn’t
Results: babies assumed as boys were given a follow the normal course of sexual
hammer shaped rattle and encouraged to be development. They were born with external
adventurous/active. When the same babies were female features and raised as girls but at
dressed as girls, they were given a doll, told they puberty, developed male sex organs over
were ‘pretty’ and reinforced for bring passive. female genitalia.
Conc: suggests gender appropriate behaviour is Results: all took on males’ roles, married
stamped in at early ages thru reinforcing gender women and treated as males
stereotypes. Conc: sex + gender are separate concepts,
Evaluation: high control as same 4 babies. Overt gender’s flexible.
observation so demands characteristics. Lab Evaluation: carried out in Dominican
settings. Republic, a patriarchal society so the boys
Extension: biological basis for stereotyping: known as ‘little miracles’ as no longer had
Madhura (2014) – MRIS on 949 men + women. to be females due to the value of males in
Found women’s hemispheres have better the culture.
connections between hemispheres and men’s Case study on small family so lacks
display more activity in individual parts, esp at the generalisability. Small sample so doesn’t
cerebellum (motor control) mean everyone can change their gender as
Conc: women are better at >1 task at once and men easy as this family
at 1 complex task
BEM:
CREATION AND TESTING OF THE BEMS SEX ROLE INVENTORY:
Aim: construct an inventory to measure masculinity, femininity and androgyny
Method: 50 males + 50 females rated 200 traits for desirability for men and women, 20 chosen as
desirable for men (analytical), 20 women (caring) and 20 gender neutral (happy). These were then
used on the BSRI, where 1000 people rated themselves between 1 and 7 on each trait.
If scored similarly on masculine and feminine traits, labelled ‘androgynous. If score was significantly
diff on 2 scales, labelled as ‘sex types’.
Results: when tested on >1000 students, BSRI showed validity when checked against samples own
description of gender identity. Similar results found when test repeated a month later.
, Conc: reliable and valid measure of gender
DESCRIPTION OF THE BSRI:
o Self-report measure consisting of 60 items rated on a 7-point scale:
20 items: stereotypically masculine characteristics
20 items: stereotypically feminine characteristics
20 items: gender neutral filler terms
o Individuals score separately for masculinity and femininity to find overall type.
o Test revised in 1977 to create 4 categories:
Masculine – high masculinity, low femininity
Femimine – low masculinity, high femininity
Androgynous – high masculinity, high femininity
Undifferentiated – low masculinity, low femininity
EVALUATION: (BSRI)
STRENGTHS: WEAKNESSES:
o Good test-retest reliability o Methodological issues – self report method
o For e.g., it produces the same o For e.g., ppts were expected to rate themselves on
consistent results when used on diff characteristics (e.g., whether they’re happy,
occasions w the same ppts. adaptable etc). Ppts could give incorrect answers to
o Strength as demonstrates the BSRI is these questions e.g., over/under estimating these
and effective and reliable way of to seem socially desirable so they aren’t judged for
assessing androgyny, masculinity, and responding in a certain
femininity. o Weakness as if ppts are giving socially
desirable/incorrect answers, questionnaire can be
criticised for not measuring what it intends to so
low validity.
o Also lacks temporal validity (<75% agreement on
terms, 2001) and is culturally biased
o Bem said androgynous ppl are o Criticised for reductionism as gender is complex
psychologically healthier as they can but BSRI reduces gender identity to a single score.
deal with situations needing male, o For e.g., Golombok claimed gender identity is a
feminine or androgynous characteristics. more global concept than suggested by the BSRI
o Prakesh et al tested 100 women in India and suggests in order to understand gender identity
on masculinity/femininity on physical broader issues, e.g., the person’s interests and
health, depression, anxiety and stress. perception of abilities should be considered.
Those with high masculinity had lower o weakness as suggests the BSRI doesn’t provide an
depression scores as androgyn has a accurate depiction of an individual’s level of
pscyhoprotective effect where those androgyny,
with both traits are better in health. o this questions the validity of using this system to
o However, Adams (1985) – people with learn more about an individual’s gender identity.
more masculine traits are better o Alternatives like the personal attribute
adjusted as these are more valued by questionnaire have been developed, replacing
western societies so shows Bem’s masculinity-femininity with instrumentality or
research didn’t acknowledge the social expressivity
+ cultural context it developed in
ROLE OF CHROMOSOMES AND HORMONES
DEFINITIONS:
o Chromosomes: in the nucleus of living cells carrying genetic info in the form of genes, pair 23
determines bio sex
o Hormone: chemical substance circulating in the blood controlling/regulating cell activity or organs
o Testosterone: hormone from the androgen group produced in male testes (small amounts in
ovaries). Associated with aggression.
o Oestrogen: primary female hormone, important in the menstrual cycle and reproductive system
o Oxytocin: hormone causing the contraction of the uterus during labour and stimulating lactation.
Lust, labour + love hormone
ROLE OF CHROMOSOMES:
o 46 chromosomes in pairs. XX – Female XY – male
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