John W. Santrock,
University of Texas, Dallas
| androgyny | The presence of a high degree of desirable feminine and masculine characteristics in the same individual.
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| cognitive developmental theory of gender | In this view, children's gender-typing occurs after they have developed a concept of gender. Once they begin to consistently conceive of themselves as male or female, children often organize their world on the basis of gender.
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| gender | The sociocultural dimension of being male or female.
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| gender intensification hypothesis | This hypothesis states that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressures to conform to masculine and feminine gender roles.
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| gender role | A set of expectations that prescribes how females and males should think, act, and feel.
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| gender-role transcendence | The belief that, when an individual's competence is at issue, it should be conceptualized not on the basis of masculinity, femininity, or androgyny but, rather, on a person basis.
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| gender schema | A cognitive structure that organizes the world in terms of male and female.
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| gender schema theory | According to this theory, an individual's attention and behavior are guided by an internal motivation to conform to gender-based sociocultural standards and stereotypes.
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| gender stereotypes | Broad categories that reflect our impressions and beliefs about females and males.
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| rapport talk | Is the language of conversation and a way of establishing connections and negotiating relationships.
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| report talk | Is talk that gives information. Public speaking would be an example.
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| schema | A cognitive structure of network of associations that organizes and guides an individual's perception.
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| sexism | Prejudice and discrimination against an individual because of his or her sex.
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| social cognitive theory of gender | This theory emphasizes that children's and adolescents' gender development occurs through observation and imitation of gender behavior, and through rewards and punishments they experience for gender-appropriate and -inappropriate behavior.
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2003 McGraw-Hill Higher Education