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XXY, XYY and More - Teaching Gender in Year 2 A-Level Psychology
Hosted by Joseph & JimSlide2
Webinars
Webinar Recordings/Resources
www.tutor2u.net/psychology/series/cpd-webinar-recordings
Coming Soon…Slide3
Session OverviewSlide4
tutor2u titles
Specification - Gender
10.1 Sex and Gender
Sex and gender. Sex-role stereotypes.
Androgyny
and measuring androgyny including the Bem Sex Role Inventory.
10.2 Chromosomes and Hormones
The role of
chromosomes
and
hormones (testosterone, oestrogen and oxytocin) in sex and gender.10.3 Atypical Sex ChromosomesAtypical sex chromosome patterns: Klinefelter’s syndrome and Turner’s syndrome.10.4 Cognitive ExplanationsCognitive explanations of gender development, Kohlberg’s theory, gender identity, gender stability and gender constancy; gender schema theory.10.5 Psychodynamic ExplanationsPsychodynamic explanation of gender development, Freud’s psychoanalytic theory, Oedipus complex; Electra complex; identification and internalisation.10.6 Social Learning TheorySocial learning theory as applied to gender development. The influence of culture and media on gender roles.10.7 Atypical Gender DevelopmentAtypical gender development: gender identity disorder; biological and social explanations for gender identity disorder.Slide5
tutor2u titles
Specification - Gender
10.1 Sex and Gender
Sex and gender. Sex-role stereotypes.
Androgyny
and measuring androgyny including the Bem Sex Role Inventory.
10.2 Chromosomes and Hormones
The role of
chromosomes
and
hormones (testosterone, oestrogen and oxytocin) in sex and gender.10.3 Atypical Sex ChromosomesAtypical sex chromosome patterns: Klinefelter’s syndrome and Turner’s syndrome.10.4 Cognitive ExplanationsCognitive explanations of gender development, Kohlberg’s theory, gender identity, gender stability and gender constancy; gender schema theory.10.5 Psychodynamic ExplanationsPsychodynamic explanation of gender development, Freud’s psychoanalytic theory, Oedipus complex; Electra complex; identification and internalisation.10.6 Social Learning TheorySocial learning theory as applied to gender development. The influence of culture and media on gender roles.10.7 Atypical Gender DevelopmentAtypical gender development: gender identity disorder; biological and social explanations for gender identity disorder.Slide6
A-Level SAM 1
A-Level SAM 2
A-Level SAM 3
12. Explain what is meant by ‘androgyny’. [1 mark]
04. Patrick works as a head baker in a bakery. As part of a work appraisal he has just completed the
Bem
Sex Role Inventory. His score shows that he is highly androgynous. Explain how Patrick’s high level of androgyny might be demonstrated in his behaviour at work. [4 marks]
08 Name and briefly outline one syndrome associated with an atypical sex chromosome pattern. [3 marks]
16. Describe and evaluate Kohlberg’s explanation of gender development. [16 marks]
15 Which one of the following statements about Freud’s psychoanalytic theory of gender development is false?
Freud suggested that little boysA are afraid of their father. B are jealous of their father. C are jealous of their mother. D come to internalise their father’s views. E have a romantic attachment to their mother. [1 mark]11. Outline and evaluate Freud’s explanation of gender development. [8 marks]10 Discuss the influence of culture and media on the development of gender roles. Refer to the report above in your answer. [16 marks]08 Briefly outline the biological explanation for gender identity disorder. [2 marks]
09 Explain two limitations of the biological explanation for gender identity disorder. [6 marks]Slide7
A-Level SAM 1
A-Level SAM 2
A-Level SAM 3
13.1 Sketch a graph to show the most likely distribution curve for the masculinity scores in this study. Label the axes of your graph and mark on it the positions of the mean, median and mode. [3 marks]
13.2 What sort of distribution does your graph show? [1 mark]
13.3 Explain one limitation of a self-report technique. [2 marks]
10.1Explain why the data in Table 2 is primary data and not secondary data. [2 marks]
10.2 Explain one strength of primary data. [3 marks]
10.3 The researcher decided to extend the study by using an inferential test to see if there was a significant difference between the two sets of scores. Suggest an appropriate inferential test which the researcher could use. Justify your choice. [4 marks]Slide8
Possible Essay Questions
18 Potential Essay Questions from Exam Pro & Textbooks.Watch out for the application essay in the social learning theory topic!Slide9
Examiner Commentary
Examiner commentary provides some insight into the following four questions:Describe and evaluate biological explanations of gender development. Refer to evidence in your answer. (Total 16 marks)
Describe and evaluate the gender schema theory of gender development. (Total 16 marks)
Describe and evaluate Freud’s psychoanalytic explanation of gender development. (16 marks)
Discuss the importance of social influences on gender. (Total 16 marks)Slide10
Biological Explanations of Gender DevelopmentSlide11
Biological Explanations of Gender Development
Describe and evaluate biological explanations of gender development. Refer to evidence in your answer. (Total 16 marks)Slide12
Biological Explanations of Gender Development
Describe and evaluate biological explanations of gender development. Refer to evidence in your answer. (Total 16 marks)
Some students
lost focus
…stating biological explanations of behaviour, rather than biological explanations of gender development.
Students are locked into a simplistic understanding that there can be no overlap of explanations use phrases like, ‘the X approach ignores’, when, in reality, this is just not the case.KnowledgeEvaluationStudents failed to elaborate on how or why the evidence cited could be considered to support the explanation.
There were many references to key terms but often these were not applied
to the development of gender.Slide13
Biological Explanations of Gender Development
What can we learn from the ER?AO1: Students need to LINK biological explanations (genes, hormones, or atypical sex chromosomes) to
gender development.
AO1: Students need to correctly use
specialist biological terminology.
AO3: Students need to appreciate the ‘interactionist approach’. AO3: Students need to practice elaborating evaluating, by stating how/why research provides support for the explanation. Slide14
Activity 1: Spot the Biological Mistakes
The aim of this activity is to help students become more confident when selecting and using specialist (biological) terminology, and to understand how to link
their biological knowledge to the question.Slide15Slide16
Exam Tip: Students often fail to focus on how these syndromes affect gender development and merely focus on how they affect behaviour. Ask your students to highlight their answer to demonstrate where they have referred explicitly to gender development. Slide17
Describe and evaluate the gender schema theory of gender development. (Total 16 marks)Slide18
Gender Schema Theory
Describe and evaluate the gender schema theory of gender development. (Total 16 marks)Slide19
Gender Schema Theory
Describe and evaluate the gender schema theory of gender development. (Total 16 marks)
There was confusion between Kohlberg’s theory and Gender Schema Theory (GST).
The biological model of gender development was sometimes used effectively to evaluate GST.
Knowledge
EvaluationBUT more often students became diverted into the more dramatic case studies of gender reassignment, and did not link material back to the question.Slide20
Gender Schema Theory
What can we learn from the ER?Students need to understand Gender Schema Theory (Martin & Halverson)
Students can evaluate using research, e.g.
Early development of gender schemas
(
eg Campbell et al., 2004)Influence of parents (eg Tenenbaum & Leaper, 2002)OR Students can compare GST with the biological explanations, but they MUST link material back to the question.Slide21
Activity 2: Signposting Gender Schema Theory
The examiner’s report suggests that students struggle with linking research examining gender schema theory to the question. Therefore, the aim of this activity is to help students signpost their evaluation and link psychological evidence to the question.
Describe and evaluate the gender schema theory of gender development. (Total 16 marks)Slide22Slide23
Activity 2: Signposting Gender Schema Theory
Point
Evidence / Example
Explain
Point:
One study that supports gender schema theory, in particular the idea of schema-related behaviour, was conducted by Martin & Halverson.
This supports the gender schema theory of gender development as it shows that gender behaviour can be explained in terms of schema-related distorted memories that shape our gender development (and memory) in line with in-group schemas.
Evidence:
Martin & Halverson also found that when children were shown schema-consistent pictures (e.g. a girl playing with a doll) or schema-inconsistent pictures (e.g. a girl playing with a gun), the children distorted the information and reported schema-consistent images (e.g. a boy playing with a gun). Slide24
Activity 2: Signposting Gender Schema Theory
Point
Evidence / Example
Explain
Point:
One study that supports
gender schema theory
, in particular the idea of schema-related behaviour, was conducted by Martin & Halverson.
This supports the
gender schema theory of gender development
as it shows that gender behaviour can be explained in terms of schema-related distorted memories that shape gender development in relation our in-group schemas.Evidence: Martin & Halverson also found that when children were shown schema-consistent pictures (e.g. a girl playing with a doll) or schema-inconsistent pictures (e.g. a girl playing with a gun), the children distorted the information and reported schema-consistent images (e.g. a boy playing with a gun). Slide25Slide26
Describe and evaluate Freud’s psychoanalytic explanation of gender development. (16 marks) Slide27
Freud’s Theory of Gender Development
Describe and evaluate Freud’s psychoanalytic explanation of gender development. (16 marks)
Some essays included lots of irrelevant detail of stages other than the phallic stage and often there was no reference to gender development as an
unconscious process.
Evaluation points were often lists of issues, such as lack of science, or generalisability, and falsifiability, with little expansion of these issues.
KnowledgeEvaluationIt was rare to see identification mentioned and even rarer for answers to refer to internalisation.Slide28
Freud’s Theory of Gender Development
What can we learn from the ER?While the features of the psychodynamic approach might include: description of the stage theory of gender development –
focus must be on the phallic stage; the Oedipus and Electra complexes
Students should mention:
unconscious processes, identification
and internalization. Evaluation points need to be developed and linked to the theory/question.Slide29
Activity 3: Don’t Make A Freudian Slip
The aim of this task is to consolidate student’s knowledge of the key Freudian terms and to practice writing a concise summary of Freud’s Theory of Gender Development. Slide30Slide31Slide32Slide33
Discuss the importance of social influences on gender. (Total 16 marks)Slide34
Social Influences
Discuss the importance of social influences on gender. (Total 16 marks)
A common error was to simply provide evidence for effects of social influences
without explicitly addressing implications for how important or significant they were.
KnowledgeSlide35
Social Influences
What can we learn from the ER?Relevant social influences would include:
Culture
Media
References to relevant theory e.g.
Social Learning TheoryStudents need to FOCUS their answer and link their discussion/evaluation to the ‘importance’ of different social influences. Slide36
Activity 4: Applying SLT to Gender Development
SLT occurs in Year 1 and many Year 2 optional units. The problem with Social Learning Theory is that students remember the theory well and therefore forget to apply it to the relevant topic. The aim of this task is to help students overcome this issue by explicitly applying their knowledge of Social Learning Theory to Gender, by using everyday examples. Slide37Slide38Slide39
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