| 1. Describe the Biological, Social, and Cognitive Influences on Gender |
| | 1.1. Biological Influences on Gender |
| | | 1.1.1. How strong are the biological influences on gender? |
| | | 1.1.2. What is the role of sexuality in adolescent gender development? |
| | | 1.1.3. How do Freud and Erikson's ideas promote the premise that anatomy is destiny? |
| | | 1.1.4. What are some criticisms of the anatomy-is-destiny view? |
| | | 1.1.5. What is the evolutionary psychology view of gender development and sexuality? |
| | | 1.1.6. What do critics say about the evolutionary psychology view of gender development? |
| | 1.2. Social Influences on Gender |
| | | 1.2.1. How do social roles influence gender development? |
| | | 1.2.2. What roles do social hierarchy and division of labor play in sex-differentiated behavior? |
| | | 1.2.3. How do parents influence the gender roles of their children? |
| | | 1.2.4. According to the social cognitive theory of gender, what role do parents play in the development of gender-appropriate behavior? |
| | | 1.2.5. In what manner do siblings affect gender development? |
| | | 1.2.6. How do peers reward gender-appropriate behavior? |
| | | 1.2.7. What evidence suggests that gender inequity still exists in education? |
| | | 1.2.8. How does television, including music videos and commercials, portray gender roles and what impact does that have? |
| | 1.3. Cognitive Influences on Gender |
| | | 1.3.1. What was Kohlberg's theory of cognitive developmental theory of gender? |
| | | 1.3.2. What is a schema? |
| | | 1.3.3. What does the gender schema theory state about individual gender development? |
| | | 1.3.4. What is gender constancy? |
| | | 1.3.5. How do cognitive developmental changes in adolescence affect gender behavior? |
| | | 1.3.6. What are the similarities and differences between the cognitive developmental theory of gender and gender schema theory? |
| |
| 2. Discuss Gender Stereotypes, Similarities, and Differences |
| | 2.1. Gender Stereotyping |
| | | 2.1.1. How is modern sexism different from old-fashioned sexism? |
| | | 2.1.2. What are some examples of each type of sexism? |
| | | 2.1.3. What is one effect of holding modern sexist beliefs? |
| | 2.2. Gender Similarities and Differences |
| | | 2.2.1. What are some important things to keep in mind when considering sex differences? |
| | | 2.2.2. What are the physical differences that characterize male and female comparisons? |
| | | 2.2.3. What are the cognitive similarities and differences in males and females? |
| | | 2.2.4. Have cognitive differences between genders been exaggerated? |
| | | 2.2.5. What factors other than gender might explain differences between academic achievements and test scores of girls and boys? |
| | | 2.2.6. How do males and females differ regarding expressions of aggression? |
| | | 2.2.7. What distinguishes rapport talk from report talk? |
| | | 2.2.8. What are some differences between the play of girls and boys? |
| | | 2.2.9. What are some criticisms of Tannen's theories about gender differences in communication? |
| | | 2.2.10. Are there male/female differences in self-regulation of emotion and behavior? |
| | | 2.2.11. Are there gender differences in prosocial behavior? |
| | | 2.2.12. Why are the size and nature of gender differences a political issue? |
| | 2.3. Gender in Context |
| | | 2.3.1. Identify some of the ways contexts change gender behaviors. |
| |
| 3. Characterize the Variations in Gender-Role Classification |
| | 3.1. Masculinity, Femininity, and Androgyny |
| | | 3.1.1. According to past tradition, what were the characteristics of the well-adjusted male? |
| | | 3.1.2. According to past tradition, what were the characteristics of the well-adjusted female? |
| | | 3.1.3. When did alternatives to traditional masculinity and femininity begin to be explored? |
| | | 3.1.4. What is meant by androgyny? |
| | | 3.1.5. In the context of gender roles, what is the meaning of undifferentiated? |
| | | 3.1.6. How do androgynous individuals compare with either masculine, feminine, or undifferentiated individuals? |
| | 3.2. Context, Culture, and Gender Roles |
| | | 3.2.1. How does context influence that adaptability of particular gender roles? |
| | | 3.2.2. Do gender roles vary around the world? |
| | | 3.2.3. How does ethnicity influence gender role socialization? |
| | | 3.2.4. How is educational attainment related to gender roles? |
| | | 3.2.5. How are gender roles around the country changing? |
| | 3.3. Androgyny and Education |
| | | 3.3.1. Can androgyny be taught effectively in schools? |
| | | 3.3.2. What are some arguments for and against teaching children and adolescents to depart from socially approved behavior patterns? |
| | 3.4. Traditional Masculinity and Problem Behaviors in Adolescent Males |
| | | 3.4.1. What are the concerns of gender theorists and researchers regarding traditional masculinity? |
| | | 3.4.2. What is the "boy code"? |
| | | 3.4.3. What problem behaviors are associated with a strong masculine role in adolescence? |
| | 3.5. Gender-Role Transcendence |
| | | 3.5.1. What is gender-role transcendence? |
| | | 3.5.2. What is the implication of the gender-role transcendence theory for parenting? |
| |
| 4. Summarize Developmental Changes in Gender |
| | 4.1. Early Adolescence and Gender Intensification |
| | | 4.1.1. What is the gender intensification hypothesis? |
| | | 4.1.2. What factors influence the degree of gender intensification a particular youth might experience? |
| | | 4.1.3. How do younger adolescents differ from older adolescents regarding gender behavior? |
| | 4.2. Is Early Adolescence a Critical Juncture for Females? |
| | | 4.2.1. What is Gilligan's belief about boys' and girls experiences of life? |
| | | 4.2.2. Why does Gilligan believe that adolescence is a critical juncture for girls? |
| | | 4.2.3. How do gender roles influence adolescents' level of "voice"? |
| | | 4.2.4. What are some criticisms about Gilligan's beliefs about male and female differences in intimacy and connectedness? |
| | | 4.2.5. What is Gilligan's reply to criticisms of her theory? |
| | | 4.2.6. What is the evidence for the theory that adolescence is a critical junction for girls? |
