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| Are widley held beliefs about characteristics deemed appropriate for males and females. |
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| Are the reflection of those stereotypes in everyday behavior. |
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| The private face of gender, identifying oneself as feminine or masculine in characteristics. |
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| Refers to the broad association of objects, activities, roles, or traits with biologicals sex in ways that conform to cultural stereotypes of gender. |
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| Competence, assertiveness, rationality were regarded as masculine traits. |
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| Emphasizing warmth, sensitivity and caring were regarded as feminine. |
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| Gender Stereotype flexibility |
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| Overlap of male and female characteristics. |
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| Scoring high on both masculine and feminine personality characteristics. |
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| A full understanding of the biological permanance of gender, which combines three understandings: gender labeling, gender consistency and gender stability. |
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| During preeschool years children can label the sex of themselves and others. |
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| In this stage children have a partial understanding of the permanance of sex, in that they grasp is stability over time. |
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| In late preschool years and early school years, children grasp the fact that gender is biologically based and doesn't change when someone cross-dresses or engages in non-traditional activities. |
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Definition
| Increased gender stereotyping of attitudes and behavior, and movement toward a more traditional gender indentity. |
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| Is an information processing approach that explains how enviornmental pressures and children's cognitions work together to shape gender typing. It also integrates the various elements of gender typing - gender stereotyping, gender identity and gender role adoption - into a unified picture of how masculine and feminine orientations emerge and are often strongly maintained. |
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