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| The total pattern of a group's customs, beliefs, art, technology, etc. A group's common way of life, passed on from one generation to another |
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| The predominant beliefs in a culture about right and wrong, what is most important in life, and how life should be lived. |
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| Cultural beliefs about the kinds of work, appearance and other aspects of behavior that distinguish women from men |
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| The process by which people acquire the behaviors and beliefs of the culture in which they live |
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| Use of rewards and punishments to increase or decrease the likelihood of a response occurring again |
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| The process by which a young child adopts the characteristics beliefs, attitudes and values of the same sex parent |
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A person learns new skills/responses by observing, and then imitating, the behavior of a model.
Behaviors may be desirable or undesirable. |
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| Capacity for exercising self-control over one's impulses and complying with social norms (development of conscience) |
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| Preparation for occupational roles, gender roles, and roles in institutions such as marriage and parent hood. |
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| Identify what is important, what is valued and what is lived for |
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| Giving priority to independence and self-expression (Western cultures) |
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| Emphasis on individual freedoms and achievements |
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| Allowing/encouraging a wide range of individual differences in people |
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| Giving priority to placing higher value on obedience and conformity (non-Western cultures) |
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| Emphasis on cooperation, mutual support, maintaining social relations, and contributing to the group (non-Western cultures) |
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| Preferring a restricted range of individual differences (non-Western cultures) |
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| A normative practice in a culture and the cultural beliefs that provide the basis for the practice |
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| Tendency for movement toward an integrated, homogeneous global culture with less distinctions |
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| A country with a majority culture but also with a variety of minority cultures |
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| The belief that your own culture or ethnic group is superior to all others |
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| Acculturation/Assimilation |
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| Identification with the dominant culture, weak feelings of ethnicity |
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| Developing a sense of right and wrong and the rules by which we make judgments and decisions, most scholars see this as rooted in universal cognitive processes |
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Morality based on JUSTIC ORIENTATION that places a premium on abstract principles of justice, equality and fairness.
Male dominated oriented system |
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Morality based on a CARE ORIENTATION that involves focusing on relationships with others as the bass of moral reasoning.
Female dominated oriented system. |
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Piaget (Jean)
Heteronomous Morality |
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| (About 4-7 yrs old) Moral rules are viewed as having a sacred, fixed quality handed down from figures of authority and alterable only by them |
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Piaget (Jean)
Autonomous Morality |
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| (About 10-12 yrs old) A growing realization that moral rules are social conventions that can be changed if people decide they should be. |
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| Biological status of being male or female, this awareness is usually acquired by age three. |
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| The social categories of male and female, established according to cultural beliefs and practices |
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| Behaviors, interests, attitudes, skills, and traits a culture considers appropriate for males and females |
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| Gender Intensification Hypothesis |
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| Hypothesis that psychological and behavioral differences between males and females become more pronounced at adolescence because of intensified socialization pressures to conform to culturally prescribed gender roles |
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| Differential Gender Socialization (AKA Gender Typing) |
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| Socializing process: involving parents, peers, community, media, etc. by which children learn the gender role |
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| Cognitive Developmental Theory of Gender (Lawrence Kohlberg) |
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| Asserting that gender is fundamental way of organizing ideas about the world and that children develop through a predictable series of steps in their understanding of gender. |
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| The way that children seek to maintain consistency between the norms they have learned about gender and their behavior |
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| Gender is viewed as one of the fundamental ways that people organize information about the world |
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| Personality characteristics such as gentile and yielding more often ascribed to females, emphasizing emotions and relationships |
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| Personality characteristics such as self-reliant and forceful more often ascribed to males, emphasizing action and accomplishment |
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| The term for the combination of masculine and feminine traits in one person |
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| Organized effort in the 20th century to obtain greater rights and opportunities for women |
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| Ideology of manhood, common in Latino cultures, which emphasizes males’ dominance over females |
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| The tendency to respond to a stimulus in a certain preconceived way (schema set about gender roles) |
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| A belief that others possess certain characteristics simply as a result of being a member of a particular group (heavy, blond, Italian, poor, etc.) |
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| A bit of information that a prejudiced person has to justify their belief |
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| Regarding the selection and storage of new information |
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| Regarding the retrieval of stored information |
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| Regarding a stereotype, the gradual change created by the introduction of new, more realistic information |
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| Bell Curve (AKA Normal Distribution) |
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| The bell shaped curve that represents many human characteristics, with most people around the average and gradually decreasing proportion toward the extremes |
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| Social roles for males and females enhance or suppress different abilities, so that males and females tend to develop different skills and attitudes, which leads to gender-specific behavior |
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| Promoted by individualistic cultures (Western point of view) |
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| Promoted by collectivistic cultures (Eastern point of view) |
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| Actual Self / Self-Definition |
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| Knowledge of the self as it is (facts such as gender, physical features, interests, memberships, etc.) |
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| A person’s conceptions of the self as it potentially may be |
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| The person the adolescent would like to be i.e., popular, successful, etc. (A social creation) |
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| The person the adolescent imagines it is possible to be but dreads becoming, i.e., outcast, overweight, etc. |
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| Authentic self, true to one’s feelings, wishes, desires, etc., based on free will/choice |
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| The self a person may present to the world while realizing that it does not represent what he/she is actually thinking and feeling… develops by adopting a lifestyle of conformity and ingratiation |
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| Unconditional Positive Regard (Carl Rogers) |
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Definition
| Communication that the person is inherently worthy of love, regardless of accomplishments or behavior |
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| Conditional Positive Regard (Carl Rogers) |
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| Love and acceptance are given only when the child behaves as the parent wants |
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| Self-Esteem/Self-Image/Self-Concept |
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| Evaluations and judgments regarding the information in the actual self / self definition |
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| A person’s stable, enduring sense of worth and well-being |
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| The fluctuating sense of worth and well-being people have in response to experiences and interactions in the course of a day |
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| Description and evaluations from one’s appearance |
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| An individual’s perceptions of their traits and abilities, their beliefs and values, their relations with others, and how their life fits into the world around them |
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| Identity versus Identity Confusion (Erik Erikson) |
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| A term for the typical issue /developmental task of adolescence either forming a clear and definite sense of self or the alternative of failing to form a stable, secure identity |
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| Identity Diffusion (James Marcia) |
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| A status of no exploration with no commitment |
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| Identity Moratorium (James Marcia) |
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| A status that involves exploration but no commitment |
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| Identity Foreclosure (James Marcia) |
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| A status of having not explored a range of possibilities but nevertheless committed themselves to certain choices |
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| Identity Achievement (James Marcia) |
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| Status of exploration and commitment to personal, occupation and ideological choices |
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| The part of a person’s identity that is based on his/her ethnicity, race, religion, political group, or other social affiliation |
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| Adopting the values and way of life of the majority culture |
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| Associating only with members of one’s own ethnic group and rejecting the ways of the majority culture |
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| Developing a dual identity, one based on the ethnic group and one based on the majority culture |
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| Rejecting one’s ethnic culture but feeling rejected by the majority culture |
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| Intimacy versus Isolation (Erik Erikson) |
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| The issue/developmental task of young adulthood with the alternatives of committing to have intimate relationship with another person or becoming isolated as a consequence of an inability to form such a relationship |
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| When people feel they lack a sufficient number of social contacts and relationships |
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| When people feel that the relationships they have lack sufficient closeness and intimacy |
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| The belief in one’s capability to master challenges and achieve goals |
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| The belief that one’s effort can make no difference to the outcome of events |
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