435
13.75 Which of the following is correct of boys’ and girls’ play?
a. Boys’ play is rougher and more competitive than girls’ play.
b. Girls tend to be more dominating in their interactions.
c. In boys’ interactions, actions and remarks tend to support others and to sustain the interaction.
d. In girls’ interactions, one partner typically tries to emerge as the victor.
Chapter Module: Gender Identity
13.76 Girls play tends to be more __________ than that of boys.
a. competitive c. dominating
b. supportive d. rough
Chapter Module: Gender Identity
13.77 Which pair of children is most likely to have enabling interactions with each other?
a. Sam and John, two boys
b. Drew and Jenny, a boy and a girl
c. Kelsey and Caitlin, two girls
d. Sam and John, Drew and Jenny, and Kelsey and Caitlin are equally likely to have enabling interactions.
Chapter Module: Gender Identity
13.78 Girls tend to have __________ interactions with each other.
a. instrumental c. constricting
b. stereotyped d. enabling
Chapter Module: Gender Identity
13.79 Interactions characterized by actions and remarks that support others and sustain the interaction are
considered
a. constricting. c. instrumental.
b. enabling. d. expressive.
Chapter Module: Gender Identity
13.80 Boys’ interactions with each other tend to be
a. expressive. c. constricting.
b. stereotyped. d. enabling.
Chapter Module: Gender Identity
13.81 When Adam interacts with other boys, he often exaggerates, contradicts, and threatens the other boys.
Adam’s interactions would be characterized as
a. enabling. c. stereotyped.
b. expressive. d. constricting.
Chapter Module: Gender Identity
13.82 Early segregation of playmates by style of play
a. means that boys and girls learn equally from each other.
b. means that boys learn primarily from boys and girls learn primarily from girls.
c. means that boys learn primarily from girls and girls learn primarily from boys.
d. means that boys and girls learn nothing from interacting with children of the same gender.
Chapter Module: Gender Identity
13.83 Television
a. tends to depict males and females in gender-stereotyped ways.
b. does not influence children’s gender role stereotypes.
c. often helps children view males and females in less stereotyped ways.
d. tends to influence girls’ gender–stereotypes more than boys’ gender-stereotypes.
Chapter Module: Gender Identity
13.84 Children usually understand that they are either male or female by about age
a. 1. c. 4 or 5.
b. 2 or 3. d. 6 or 7.
Chapter Module: Gender Identity
13.85 Which of the following develops first as children acquire an understanding of gender?
a. gender constancy c. gender stereotypes
b. gender stability d. gender labeling
Chapter Module: Gender Identity
437
13.86 A child’s ability to understand that they are either a boy or a girl is referred to as gender
a. stability. c. labeling.
b. stereotyping. d. constancy.
Chapter Module: Gender Identity
13.87 “When you grow up, will you be a mommy or a daddy?” is a question that addresses
a. gender stability. c. gender labeling.
b. gender constancy. d. gender consistency.
Chapter Module: Gender Identity
13.88 Riley understands that she will always be a girl and will become a woman. Riley has an understanding of
gender
a. stereotypes. c. stability.
b. labeling. d. consistency.
Chapter Module: Gender Identity
13.89 Who has gender consistency?
a. Eric, who knows he is a boy
b. Craig, who understands that girls become women
c. Wendy, who thinks that if a girl cuts her hair like a boy’s, she will become a boy
d. Brooke, who understands that a boy who wears a dress is still a boy, not a girl
Chapter Module: Gender Identity
13.90 Kohlberg’s theory states that only children who have acquired gender __________ will have extensive
knowledge of sex-stereotyped activities.
a. labeling c. schemas
b. stability d. constancy
Chapter Module: Gender Identity
13.91 According to __________ theory, children first decide if an object, activity, or behavior is male or female,
then use this information to decide whether they should learn more about the object, activity, or behavior.
a. gender-stereotype c. gender-schema
b. gender-labeling d. gender-constancy
Chapter Module: Gender Identity
438
13.92 According to Martin and Halverson’s gender–schema theory, children learn
a. gender roles through reinforcement and punishment.
b. gender-appropriate behavior after achieving gender constancy.
c. gender-appropriate behavior by paying attention to experiences and events that are gender-appropriate.
d. gender roles through prenatal exposure to sex hormones.
Chapter Module: Gender Identity
13.93 Your friend has noticed that her daughter seems to pay more attention to what other girls, not boys, do
while her son focuses on what other boys, not girls, do. She is surprised because she doesn’t see why they
both don’t pay equal attention to boys and girls. You tell her that her children’s behavior is best explained
by __________ theory.
a. social learning c. gender-schema
b. Kohlberg’s theory of gender identity d. biological
Chapter Module: Gender Identity
13.94 Teri and Chris have a 3-year-old daughter Fran. Teri and Chris don’t want their daughter to grow up with
traditional views of gender and gender roles. Based on the gender-schema theory, which of the following
would you tell to Teri and Chris?
a. Now that Fran knows she is a girl, there is nothing you can do to stop her from developing traditional
views of gender and gender roles.
b. You should limit Fran’s exposure to traditional gender roles — only allow her to see and engage in
gender-neutral roles and activities.
c. Now that Fran knows she is a girl it is very hard to avoid gender-typical activities and roles. So, you
should expose her to as many counterstereotypical examples as possible (e.g., women who fly planes).
d. You should expose Fran to only countersterotypical activities and roles so that she learns that men
should have expressive traits and women should have instrumental traits.
Chapter Module: Gender Identity
13.95 Which of the following is a biological factor that is related to gender differences in behavior?
a. rewards c. hormones
b. gender schemas d. television
Chapter Module: Gender Identity
13.96 Support for biological influences on gender differences come from the fact that
439
a. females who experience prenatal exposure to male hormones prefer feminine activities.
b. females who experience prenatal exposure to male hormones prefer masculine activities.
c. females who experience prenatal exposure to male hormones prefer female playmates.
d. females who experience prenatal exposure to male hormones are not different.
Chapter Module: Gender Identity
13.97 Girls who were exposed prenatally to large amounts of male hormones have been found to __________
than girls who were not exposed to large amounts of male hormones.
a. have more expressive traits
b. more strongly prefer masculine activities and male playmates
c. more strongly prefer masculine activities but not male playmates
d. be no different
Chapter Module: Gender Identity
13.98 __________ appear(s) to contribute to gender roles and gender differences.
a. Biology
b. Socializing influences including people and the media
c. Children’s own thinking
d. Biology, socializing influences, and children’s own thinking
Chapter Module: Gender Identity
13.99 Androgynous individuals
a. display more instrumental traits. c. display many expressive and instrumental traits.
b. display more expressive traits. d. suffer from a hormonal imbalance.
Chapter Module: Gender Roles in Transition
13.100 Elizabeth is high on both instrumental and expressive traits. She
a. was probably exposed to unusually high levels of male hormones during prenatal development.
b. was probably exposed to unusually high levels of female hormones during prenatal development.
c. is constricting.
d. is androgynous.
Chapter Module: Gender Roles in Transition
13.101 It is most psychologically healthy to be
a. high in instrumental behaviors and low in expressive behaviors.
440
b. low in instrumental behaviors and high in expressive behaviors.
c. high in instrumental behaviors and expressive behaviors.
d. low in instrumental behaviors and expressive behaviors.
Chapter Module: Gender Roles in Transition
13.102 Who would you expect to have the HIGHEST self-esteem?
a. Nick, who has a stereotypically male gender role
b. Felicity, who has a stereotypically female gender role
c. Peter, who is androgynous
d. Heather, who is androgynous
Chapter Module: Gender Roles in Transition
13.103 Androgyny is
a. more beneficial for girls than for boys. c. equally beneficial for boys and girls.
b. more beneficial for boys than for girls. d. harmful to both boys and girls.
Chapter Module: Gender Roles in Transition
13.104 Children whose parents are deeply committed to rearing them without traditional gender stereotypes
a. do not like gender-stereotyped activities.
b. do not have same-gender friends.
c. have greater stereotyped attitudes about occupations.
d. have fewer stereotyped attitudes about the use of objects.
Chapter Module: Gender Roles in Transition
13.105 You and your spouse want to raise your children so they don’t feel bound by traditional gender stereotypes.
How could you best accomplish your goal?
a. Choose activities and toys based on your children’s interests not their genders.
b. Model traditional gender roles by engaging in gender-stereotyped household tasks.
c. Don’t allow your children to watch TV that depicts characters with traditional gender roles.
d. Assign chores to your children according to their genders.
Chapter Module: Gender Roles in Transition
TRUE/FALSE QUESTIONS
13.106 Instrumental traits are associated with women.
Chapter Module: Gender Stereotypes
13.107 Expressive traits are associated with men.
Chapter Module: Gender Stereotypes
13.108 Gender stereotypes are more extreme in America than in many other countries.
Chapter Module: Gender Stereotypes
13.109 Children’s understanding of gender stereotypes decreases throughout the elementary school years.
Chapter Module: Gender Stereotypes
13.110 Younger children are more likely to ignore stereotypes when judging other children.
Chapter Module: Gender Stereotypes
13.111 Adolescents and young adults from middle-class homes have more flexible ideas about gender than
individuals from lower-class homes.
Chapter Module: Gender Stereotypes
13.112 European American children have more flexible ideas about gender than African American children.
Chapter Module: Gender Stereotypes
13.113 Girls are more flexible about gender stereotypes than boys.
Chapter Module: Gender Stereotypes
13.114 Boys do better than girls on tasks that involve fine-motor coordination.
Chapter Module: Differences Related to Gender
13.115 During recess, elementary-school girls are more often found swinging, jumping rope, or perhaps talking
quietly in a group whereas boys are more often found playing football or shooting baskets.
Chapter Module: Differences Related to Gender
13.116 Boys tend to be healthier than girls.
Chapter Module: Differences Related to Gender
13.117 Gender differences in brain maturation may lead to gender differences in verbal ability.
Chapter Module: Differences Related to Gender
13.118 Girls tend to have better mental-rotation skills than boys.
Chapter Module: Differences Related to Gender
13.119 The right hemisphere of the brain may be more specialized for spatial processing in females than in males.
Chapter Module: Differences Related to Gender
13.120 Gender differences for math skills have gotten considerably smaller since the 1970s.
Chapter Module: Differences Related to Gender
13.121 Boys are more likely than girls to take calculus courses in high school.
Chapter Module: Differences Related to Gender
13.122 In countries where women have as much the same access to education, occupation, and political power as
men, gender differences in math still exist.
Chapter Module: Differences Related to Gender
13.123 Aggressive behavior has been linked to androgens, hormones secreted by the testes.
Chapter Module: Differences Related to Gender
13.124 Boys are more likely than girls to use relational aggression.
Chapter Module: Differences Related to Gender
13.125 Boys are better able to identify emotions, while girls are better able to express emotions.
Chapter Module: Differences Related to Gender
13.126 Boys and girls do not differ in many aspects of cognition, personality, and social behavior, a point that is
easily lost when focusing on gender differences.
Chapter Module: Differences Related to Gender
13.127 According to social cognitive theorists, children learn gender roles through reinforcement and observational
learning.
Chapter Module: Gender Identity
13.128 Helping an adult is encouraged more in daughters than in sons.
Chapter Module: Gender Identity
13.129 Mothers are more likely than fathers to treat sons and daughters differently.
Chapter Module: Gender Identity
13.130 In general, teachers spend more time interacting with boys.
Chapter Module: Gender Identity
13.131 By 3 years of age, children show a firm preference for sex-typed toys.
Chapter Module: Gender Identity
13.132 Children select same-sex playmates because they are pressured to do so by adults.
Chapter Module: Gender Identity
13.133 The choice of same-sex playmates may occur, in part, because boys’ competitive and rough play is aversive
to girls.
Chapter Module: Gender Identity
13.134 Girls’ interactions with each other are typically constricting.
Chapter Module: Gender Identity
13.135 Boys’ interactions with each other are typically enabling.
Chapter Module: Gender Identity
13.136 In general, television portrays women and men in a very stereotyped manner.
Chapter Module: Gender Identity
13.137 Children who watch a lot of television have more stereotyped views of males and females.
Chapter Module: Gender Identity
13.138 Children in the gender consistency stage believe that a girl who wears her hair like a boy will become a boy
and that a boy who plays with dolls will become a girl.
Chapter Module: Gender Identity
445
13.139 When children understand labels, stability, and consistency, they have mastered gender constancy.
Chapter Module: Gender Identity
13.140 According to gender-schema theories, children pay more attention to experiences and events that are
gender-appropriate.
Chapter Module: Gender Identity
13.141 Florence, a 4-year-old girl is shown an unfamiliar toy and told that all little girls like this toy, she will like
the toy less than if she was told that all little boys like the unfamiliar toy.
Chapter Module: Gender Identity
13.142 Twin studies have demonstrated that heredity has little to do with gender-role learning.
Chapter Module: Gender Identity
13.143 Androgynous persons are high on both instrumental and expressive traits.
Chapter Module: Gender Roles in Transition
13.144 Androgynous children have lower self-esteem than children whose gender roles are highly stereotyped.
Chapter Module: Gender Roles in Transition
13.145 The benefits of androgyny are greater for boys than for girls.
Chapter Module: Gender Roles in Transition
13.146 Parents who want to raise androgynous children should not base decisions about toys, activities, and chores
on the child’s sex.
Chapter Module: Gender Roles in Transition
Answer: True
Page(s): 431
Type: Conceptual
Diff: Moderate
13.147 Parents who want to raise androgynous children should shelter children from outside forces, such as the
media, which often works against the goals of parents.
Chapter Module: Gender Roles in Transition
Answer: False
Page(s): 431
Type: Conceptual
Diff: Moderate
SHORT ANSWER QUESTIONS
13.148 Define and give examples of instrumental and expressive traits. How do they fit with gender stereotypes?
Chapter Module: Gender Stereotypes
Page(s): 408
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
13.149 How do children learn their culture’s stereotypes for males and females? Describe how their knowledge of
gender traits and behaviors change from preschool through adolescence.
Chapter Module: Gender Stereotypes
Page(s): 409–411
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
13.150 What are some of the explanations for gender differences in spatial ability?
Chapter Module: Differences Related to Gender
Page(s): 415–416
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
13.151 Your friend insists that gender differences in behavior are due totally to socialization — that if you treat males
and females exactly the same, there will be no differences between them. You disagree, arguing that biology
has some influence on gender differences. What research evidence would you cite to support your claim?
Chapter Module: Gender Identity
Page(s):417, 427-428
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
ESSAY QUESTIONS
13.152 Your friend Gretchen is an elementary school teacher. She told you that she has noticed that the boys in
her class seem to have more language problems than the girls. She’s also noticed that the girls seem to
have better computational skills than the boys but this doesn’t seem consistent with the fact that few
women are in jobs that require extensive mathematical skill. Gretchen wonders if gender differences in
verbal and mathematical ability are substantiated by research or if she has unusual students. What can you
tell Gretchen about gender differences in mathematical and verbal ability?
Chapter Module: Differences Related to Gender
Page(s): 414–416
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
13.153 A student sitting next to you in your college math class says that it is funny to see so many women taking a
college-level calculus class. Given what you know about gender-differences in mathematical ability, what
would you say to this student?
13.154 Chapter Module: Differences Related to Gender
Page(s): 416
Type: Applied
Diff: Moderate
13.155 You and a friend have an argument in which your friend insists that males and females are very different in
many intellectual and social domains. What can you tell your friend about gender differences and their
importance?
Chapter Module: Differences Related to Gender
Page(s): 414–420
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
13.156 You’ve heard that parents treat sons and daughters similarly, except for behavior explicitly related to
gender roles. Explain. Does it differ from mothers to fathers?
Chapter Module: Gender Identity
Page(s): 421–422
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
13.157 Explain how (1) social learning theorists, (2) Kohlberg’s cognitive theory, and (3) gender-schema theory
propose that children develop their gender identities.
Chapter Module: Gender Identity
Page(s): 421, 424-427
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
13.158 Your 6-year-old niece does not like to play with boys. Your brother thinks that this is okay but his wife
thinks that your niece should play with both boys and girls. What can you tell your sister–in-law about
gender differences in styles of interaction and how that is related to the selection of same-sex playmates?
Chapter Module: Gender Identity
Page(s): 423
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
13.159 Jeannie is eight months pregnant with her first child. She has little use for traditional gender roles and
plans for her son or daughter not to view the world in gender-related terms. What can you tell Jeannie
about some things that she can do to help achieve her goal and about the influence of other factors in the
development of gender stereotypes?
Chapter Module: Gender Roles in Transition
Page(s): 430–431
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following: