PS287 Lecture Notes - Lecture 8: Gender Role, Trait Theory, Confirmation Bias
Document Summary
Individual and social factors contribute to sex differences in achievement: Two requirements: capable of achievement, associate achievement w negative consequences, affects ppl for whom achievement is possible. Historical (horner, 1972): projective storytelling: anne vs. john is at the top of the class in medical school, 90% of men wrote positive stories to john, 65% of women wrote negative stories to anne. These map onto negative geder-related traits: unmitigated communion (too concerned w others, unmitigated agency (too self absorbed) Contemporary evidence of foa: (cid:858)s(cid:373)art(cid:859) vs (cid:858)so(cid:272)ial(cid:859) dile(cid:373)(cid:373)a i(cid:374) (cid:373)iddle s(cid:272)hool: achievement jeopardizes relationships (cid:858)sile(cid:374)(cid:272)e(cid:859) vs (cid:858)(cid:271)raggi(cid:374)g(cid:859, talking about achievement will make others feel bad. Concern about relationships keeps girls from announcing their achievements. Evaluate competence less than males except in language: wo(cid:373)e(cid:374) defe(cid:374)d other (cid:449)o(cid:373)e(cid:374)(cid:859)s a(cid:271)ilit(cid:455) (cid:271)ut (cid:374)ot their o(cid:449)(cid:374, women expecting not to succeed and giving up choosing something easy. F < m on masculine tasks not feminine tasks. Sex differences in math self-confidence increases w age.
