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    Psychology Gender Essay Plans

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    sorashafak

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    Psychology Gender Essay Plans

    Uploaded by

    sorashafak
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    psychology gender essay plans

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    31 views4 pages

    Psychology Gender Essay Plans

    Uploaded by

    sorashafak

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    GENDER ESSAY PLANS

    Outline and evaluate sex-role stereotypes and their impact on sex and gender
    development. (16 marks)

    AO1:
     Sex is biological but gender is psychological.
     Sex-role beliefs are qualities/behaviours expected by members of each sex.
     These beliefs become stereotypes when they become rules of society.
     Followed by majority, become social norms.
     Pressure to conform.
     Taught at an early age: through toys, school subjects, careers advice, media &
    culture.
     Developed through socialisation and if not, faced with hostility.

    AO3:
     Sood et al. 12% male primary teachers, 3% nursery teachers. Supports the concept
    that sex-role stereotypes affect career choices. However, this was 10 years ago.
    People are more accepting now. But until it is fully changed, we are restricting
    possible contributions from each gender in several fields.

     Real life application. If the stereotypes are learnt, then children can be taught equality
    instead. With this knowledge we can raise children to make choices based on free-
    will. However, sex-roles are usually typical behaviour (seen as natural behaviours).
    This further reinforces stereotypes because they sometimes can’t be changed…

     Research support for parental and peer influence. Smith & Lloyd. Group of mothers
    told to play with a baby for 10 mins. If they thought the baby was male, they would
    give the baby a toy hammer etc. Supports AO1.
    +++ When boys played with ‘girl toys’, peers ridiculed/hit them. Further supports
    AO1.
    GENDER ESSAY PLANS

    Outline and evaluate Bem’s research into androgyny. (16 marks)

    AO1:
     A person can have both masc and fem traits. Androgyny challenges the view that
    these traits are separate.
     To be psychologically healthy, one should have a mix of both traits.
     Depression can arise from ignoring a trait because it is considered for the opposite
    sex only.
     11+ (they begin to show differences from this age in what they believe is m/f
    behaviour)
     BSRI, 100 American undergrads, questionnaire, 40 traits, 20 neutral, 7-point likert,
    scores added up.
     Masc: high masc score, low fem
     Fem: high fem score, low masc
     Androgynous: high masc and fem scores.
     Added the ‘undifferentiated’ category: low masc and fem scores.

    AO3:
     Reliable. Good test-retest reliability. Same results for same Ps on different
    occasions. Consistency. BUT temporal and population validity is questioned.
    (Gender fluidity + american sample).

     Real life application. Promotion of good psychological health. Implemented by


    teachers and parents etc. However, Brit couples faced lots of backlash for this…

     Support for the r.s. Between androgyny and psychological health. Prakash tested
    100 married females in India. High masc scores = low depression. High fem scores =
    high depression scores. However, measuring androgyny on a simple likert scale is
    not adequate.
    GENDER ESSAY PLANS

    Outline and evaluate the impact of chromosomes and hormones on sex and gender
    development. (16 marks)

    AO1:
     Chromosomes: X-shaped bodies that carry genetic info (DNA) for an organism.
     Gender: XX female, XY male.
     Hormones: gender can determine which hormones a person produces. These direct
    gender development.
     Testosterone, male parts develop, can develop insensitivity to it, intersex, deep
    voice, hair, taller, muscle tone.
     Behaviour: spatial awareness, aggression etc
     Caused by Y chromosome switching dihydrotestosterone on.
     Oestrogen, more in females, prenatal=small brain, breast dev, menstruation.
     Behaviour: sensitive, co-operation.
     Oxytocin: ‘love hormone’.
     Females have more for healing and breastfeeding.
     Stress releases oxytocin, fight or flight triggered. Tend and befriend for women.

    AO3:
     Animal support. Rats injected with antagonist of oxytocin. Delayed maternal
    behaviours. Adds validity to the bio expl. Anthropomorphism. Ethics.

     Research support for testosterone. Wang studied those who cannot produce normal
    levels of testosterone. Gave 200 testosterone and their bodies changed. O’connor
    and conflicting evidence. Increased T in his sample and no change occurred,
    additional testosterone has no effects on adults…

     Practical applications for chromosomes and hormone knowledge. Oxytocin reduces


    bleeding in childbirth. Testosterone given to people who struggle with sex-drive etc.
    Non-invasive methods that are ETHICAL are hard to find. E.g. Whitetraut studied
    saliva for hormones. This is an example of how a method can ethical AND non-
    invasive.
    GENDER ESSAY PLANS

    Outline and evaluate atypical chromosome patterns (Klinefelter's and Turner's


    syndrome). (16 marks)

    AO1:
     Some embryos have different combos of chromosome patterns instead of XX/XY.
     Happens during fertilisation randomly, not inherited.

     Klinefelter’s syndrome: XXY configuration in males, 1in600, affects males.


     10% diagnosed prenatally, ⅔ don’t know they have it.
     Physical: very tall, less masc, less facial hair, infertile, susceptible to health problems
    etc
     Psychological: poor language, affects reading, quiet temperament, depression etc
     More likely in children of older parents. Treated with testosterone supplements.
     (Memory and stress problems additional)

     Turner’s syndrome: missing X chromosome in females, could be fully missing


    (classic) or partially (mosaic). 1in5000.
     Lymphoedema risk for those with this swelling in hands, feet, neck.
     NOT common with older parents.
     Treatment: growth hormone, oestrogen supplements etc
     Physical: very short, broad chest, infertile, organ abnormalities and susceptible to
    health problems etc
     Psychological: higher than average reading, poor spatial and memory ability,
    immature.

    AO3:
     Both conditions can be diagnosed before birth. Can be detected in pregnancy. Can
    prepare parents-to-be. Unethical as parents may want to terminate pregnancy.
    +++ Testing methods can be risky and increase the risk of miscarriage.

     Helping those already diagnosed. Hormone therapies, speech and language etc.
    Improves quality of life. However, some cannot be helped in terms of criminality.
    Klinefelter’s males tend to have high criminality rates and learning problems. Those
    with turner’s might have mental health problems due to absence of motherhood too…

     Those with turner’s CAN become mothers! Taking their eggs and re-inserting later in
    life allows them to still become pregnant. Women can have the choice despite being
    told they are infertile. However, consent is needed from parents if she is under 16
    and this can be hard to achieve.

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