Gender-Role Development
Dr. Megan Fulcher
Office Hours MWF 11:30-12:30
232 Parmly Hall
458-8107
fulcherm@wlu.edu
Overview:
This course will provide you with an overview of gender-role development. How do
children learn to be boys and girls? What role do biological factors play in different behaviors of
boys and girls? Does society push boys and girls in different directions? We will discuss
children’s evolving ideas about gender, and what can be done to change these ideas (or whether
they need to be changed at all).
Objectives:
1. To understand the major theories of gender-role development from the prenatal period to
adolescence. These theories include biological, cognitive-developmental and social
learning theory.
2. To comprehend the research methods used to study children’s gender role knowledge
and behaviors.
3. To become familiar with the current research on gender-role development and how this
research fits with the grand theories.
Grading:
A. Mini-Project
B. Discussion Leading
C. Participation
D. Mid-term Exam
E. Raise a baby
F. Final
15%
15%
10%
25%
10%
25%
You will be expected to read assigned journal articles for each week. The first part of
each week’s meeting will be a brief lecture on the background and important research for the
week’s topic. This will be followed by a class discussion of the assigned material. Finally, we will
end each week with a student-led discussion of outside work or hands-on project
Mini-Projects:
You will be asked to complete one mini-project during the semester. You may choose
from the following list of possible projects. If you have a good idea for a project, please talk to me
and we’ll discuss its feasibility. Make sure your project has a quantitative quality and is not
simply descriptive. You will turn in a three-to- five-page report of your findings. You will be
asked to present your findings briefly to class the week your project is relevant to class
discussion.
Can you find a real difference? (January 25): Investigate gender differences in constructs
widely believed to different as a function of gender (aggressiveness, competitiveness, math,
reading emotions). Find a measure of this construct and give it to men and women, was there a
difference?
What do you know about gender? (February 8): Interview some children about their
knowledge and understanding of gender roles. Are there age differences? Gender differences?
How much do children understand about their own gender?
Parenting Advice (March 8): Look at three sources of parenting advice (books, magazines).
What kind of information on gender are parents getting from the “experts”? Do they explicitly
advise parents to treat boys and girls differently? Are there underlying messages (in
photographs, or ads)?
Girls and Boys together (March 15): Observe a group of children playing together. Do they
segregate themselves by gender? Do groups of boys interact differently from groups of girls?
What happens when boys and girls play together?
Men and Women Together (March 17): Look at a group of adults (or young adults). Do they
segregate themselves by gender? Do groups of boys interact differently from groups of girls?
What happens when boys and girls play together? What happens if the situation demands
interaction? What about if it is romantic?
Young Classroom Observation (March 22): Observe a preschool or elementary classroom of
students and teacher. Make sure to note the gender make-up of the class (and the teacher). Do
girls and boys behave differently in class? Does the teacher treat them differently? Are the
students grouped by gender?
Older Classroom Observation (March 24): Observe a high school or college classroom of
students and teacher. Make sure to note the gender make-up of the class (and the teacher). Do
women and men behave differently in class? Does the teacher treat them differently? Are the
students grouped by gender?
What are you watching? (March 29): Find three television programs that children may
watch. Do a content analysis on the TV shows. How are women and men portrayed in the
shows? Are there more characters of one gender than another? Is the show aimed at one gender
in particular?
Discussion Leaders
Each student will be expected to work with a partner to lead discussions during
designated weeks. These groups will read and prepare a mini-lecture and discussion questions
for the rest of the class. The readings, assigned only to the discussion leaders, will be research
articles from journals. Leaders will be responsible for conveying research to the rest of the class.
Leaders will also guide other students in a thoughtful discussion of the reading.
Exams
There will be an in-class, closed book mid-term exam on March 1st . This exam will cover
material from the first seven weeks. Questions will be short answer and essay. The final exam
will be a cumulative take-home exam.
Participation
Students will be given a participation grade each week. A good participation grade will
be achieved through active, thoughtful, and relevant input to the class discussion. This input
will reflect a thorough reading of assigned material. Students should prepare one or two
thoughtful questions each week. If discussion begins to dwindle I will call on students to share
their questions. I expect all discussions to be respectful and I expect students to listen to others’
point of view. Participation grades depend on quality of input not quantity!
Raise a Baby
Students will turn in a “magazine” article on April 7. This article will propose this best
plan to raise a baby with or without gender roles in a specific aspect of the culture we live in.
The paper will display the cumulative knowledge the students have gained through the semester
and gives voice to opinions they have formed through the course of the semester.
Weekly Topics & Reading Assignments
January 11
Introduction
January 13
Studying Gender Development, Research Issues
Martin, C.L. & Parker, S. (1995). Folk theories about sex and race
differences. Personality and Social Psychology Bulletin, 21, 45-57.
Eagly, A. (1995). The science and politics of comparing men and
women, American Psychologist, 50, 145-158
Responses:
Buss, D.M. (1995). Psychological sex differences: Origins through
sexual selections. American Psychologist, 50, 164-168.
Hyde, J.S. & Plant, E.A. (1995). Magnitude of psychological gender
differences: Another side to the story. American Psychologist, 50, 159-161.
Marecek, J, (1995). Gender, politics and psychology’s ways of
knowing, American Psychologist, 50, 162-163.
Eagly, A.H. (1995). Reflections on the commenters’ views. American
Psychologist, 50, 169-171.
January 18
Gender Roles Throughout the Lifespan: Childhood & Adolescence
Messner, M. (2000). Barbie Girls versus Sea Monsters: Children
constructing gender, Gender and Society, 14, 765-784.
Smith, T.E. & Leaper, C. (2005). Self-perceived gender typicality
and the peer context during adolescence. Journal of Research on Adolescence,
16(1), 91-103.
Priess, H.A., Lindberg, S. M., & Hyde, J. S. (2009). Adolescent
Gender-Role Identity and Mental Health: Gender Intensification
Revisited. Child Development, 80, 1531–1544.
January 20
Gender Roles Throughout the Lifespan: Adulthood, Discussion
Leaders*
Kiefer, A.K. & Sanchez, D.T. (2007). Scripting sexual passivity: A
gender role perspective. Personal Relationships, 14, 269-290.
* Poortman, A. & Van Tilburg, T.G. (2005). Past experiences and older
adults’ attitudes: A lifecourse perspective. Ageing & Society, 25, 19-39.
January 25
What are the real differences? Mini Project
January 27
What are the real differences? *Discussion Leading
Brody, L. (1997). Gender and emotion: Beyond stereotypes. Journal of
Social Issues, 53(2), 369-391.
Costa, P.T., Terracciano, A., & McCrae, R.R. (2001). Gender
differences in personality traits across cultures: Robust and surprising
findings. Journal of Personality and Social Psychology, 81(2), 322-331.
Hyde, J.S. (2005). The Gender Similarities Hypothesis. American
Psychologist, 60, 581-592.
*Responses:
Archer, J. (2006). The importance of theory for evaluating evidence on
sex differences. American Psychologist, 61,
Davies, A.P.C. & Shackelford, T.K. (2006). An evolutionary
psychological perspective on gender similarities and differences. American
Psychologist, 61, 640-641.
Lippa, R.A. (2006). The Gender Reality Hypothesis. American
Psychologist, 61, 639.
Zuriff, G.E. (2006). Judgements of similarity are psychological: The
importance of importance. American Psychologist, 61, 641.
Hyde, J.S. (2006). Gender similarities still rule. American Psychologist, 61,
641.
February 1
Theories of Gender Development; Biological
J¨urgensen, M., Hampel, E., Hiort, O., & Thyen, U. (2006). “Any
Decision is Better Than None” Decision-Making About Sex of Rearing for
Siblings with 17β-Hydroxysteroid-dehydrogenase-3 Deficiency. Archives of
Sexual Behavior, 35, 359–371.
February 3
Theories of Gender Development; Biological, Discussion Leading
Baron-Cohen, S. (2002). The Extreme Male Brain Theory of Autism.
Science, 6, 248-254.
Spelke, E.S. (2005) Sex differences in intrinsic aptitude for
mathematics and science? A Critical Review. American Psychologist, 60, 950958.
Responses:
Ackerman, P.L. (2006). Cognitive sex differences and mathematics and
science achievement. American Psychologist, 61, 722-723
Dai, D.Y. (2006). There is more to aptitude than cognitive capacities.
American Psychologist, 61, 723- 724.
Grindly, M.C. (2006). Cognitive styles partly explain gender
disparity in engineering. American Psychologist, 61, 724-725.
Spelke, E.S. & Grace, A.D. (2006). Abilities, motives, and personal
styles. American Psychologist, 61, 725-726.
Udry, J.R. (2000). Biological limits of gender construction. American
Sociological Review, 65(3), 443-457.
*Responses to Udry
Kennelly, I., Mers, S.N., & Lorber, J. (2001). What is gender?
American Sociological Review, 66(4), 598-605.
Miller, E. M. & Costello, C.Y. (2001) The limits of biological
determinism. American Sociological Review, 65(3), 592-598.
Risman, B.J. (2001). Calling the bluff of value-free science.
American Sociological Review, 65(3), 605-611.
Udry, J.R. (2001). Feminist critics uncover determinism,
positivism, and antiquated theory. American Sociological Review, 65(3),
611-518.
February 8
Theories of Gender Development, Cognitive Development, Mini
Project: What do you know about gender?
February 10
Cognitive Development: Discussion Leading*
Lenton, A.P., Blair, I.V., & Hastie, R. (2001). Illusions of gender:
Stereotypes evoke false memories. Journal of Experimental Social Psychology(1),
37, 3-14.
Poulin-Dubois, D., Serbin, L.A., Eichstedt, J.A., Sen, M.G. & Beissel, C.
F. (2002). Men don’t put on make-up: Toddlers’ knowledge of the gender
stereotyping of household activities. Social Development, 11(2), 166-181.
*Szkrybalo, J. & Ruble, D.N. (1999). “God made me a girl”: Sexcategory constancy judgments and explanations revisited. Developmental
Psychology, 35(2) 392-402.
February 15
Theories of Gender Development; Social Learning
Raag, S. & Rackliff, C.L. (1998). Preschoolers’ awareness of social
expectations of gender relationships to toy choices. Sex Roles, 38(9/10), 685700.
Rust, J., Golombok, S., Hines, M., Johnston, K., Golding, J. & The
ALSPAC Study Team. (2000). The role of brothers and sisters in the
gender development of preschool children. Journal of Experimental Child
Psychology, 77(4), 292-303
February 17
Integrative and Other Theories, Discussion Leaders*
Lytton, H. (2000). Toward a Model of Family-Environmental and
Child-Biological Influences on Development. Developmental Review 20, 150–
179.
*Leaper, C. (2000). The social construction and socialization of
gender during development. In Miller, P.H. & Schonick E.K. (Eds.) Toward
a Feminist Developmental Psychology. Routledge: New York.
March 1
In-class Exam
March 3
Gender in the Family
Craig, L. (2006). Does father care mean father share? A comparison of
how mothers and fathers in intact families spend time with children.
Gender and Society, 20, 259-281.
Martin, K.A. (2005). William wants a doll. Can he have one?
Feminists, child care advisors, and gender-neutral child rearing. Gender and
Society, 19, 456-479.
Menville, E.G. & Tuerk, C. (2002). A support group for parents of
gender-nonconforming boys. Journal of American Academy of Child and
Adolescent Psychiatry, 41(8), 1010-1013.
March 8
Gender in Family, Mini-project, Parenting Advice
Fivush, R., Brotman, M.A., Buckner, J.P. & Goodman, S.H. (2000).
Gender differences in parent-child emotion narratives. Sex Roles, 42(3/4),
233-253.
Tenenbaum, H.R. & Leaper, C. (2003). Parent-child conversations
about science: The socialization of gender inequities? Developmental
Psychology, 39(1), 34-47
March 10(SC)
Non-traditional Families, Discussion Leaders*
Fulcher, M., Sutfin, E.L., & Patterson, C.J. (2008). Individual
Differences in Gender Development: Associations with Parental Sexual
Orientation, Attitudes, and Division of Labor. Sex Roles, 58, 330-341.
* Booth, A. & Amato, P. R. (1994) Parental Gender Role
Nontraditionalism and Offspring Outcomes. Journal of Marriage and the
Family, 56, 865-877.
March 15
Peers, Mini Project, Girls and Boys Together
Boyle, D.E, Marshall, N.L, & Robeson, W.W. (2003). Gender at play:
Fourth grade girls and boys on the playground. American Behavioral Scientist,
46(10), 1326-1345.
Martin, C.L. (1995). Stereotypes about children with traditional and
nontraditional gender roles. Sex Roles, 33, 727-751.
March 17
Sexuality and Romantic Relationships, Discussion Leaders*
Mini Project, Men and Women Together
Hamilton, L. (2007). Trading on heterosexuality: College Women’s
gender strategies and homophobia. Gender and Society, 21, 145-172.
*Hyde, J.S. & Jaffee, S.R. (2000). Becoming a heterosexual adult: The
experiences of young women. Journal of Social Issues, 56(2), 283-296.
March 22
Schools Mini-project, Younger Classroom Observation
March 24
Schools Mini-project, Older Classroom Observation
Bryant, A.N. (2003). Changes in attitudes towards women’s roles:
Predicting gender-role traditionalism among college students. Sex Roles,
48(3/4) 131Evens, L. & Davies, K. (2000). No sissy boys here: A content of
analysis of the representation of masculinity in elementary school reading
textbooks. Sex Roles, 42(3/4), 255-270.
Mead, S. (2006). The evidence Suggests Otherwise: The Truth about
Boys and Girls.
March 29
Media Mini Project What are you wathching?
Anderson, D.A. & Hamilton, M. (2005). Gender role stereotyping of
parents in children’s picture books: The invisible father. Sex Roles, 52(3/4),
145-151
Leaper, C., Breed, L., Hoffman, L., & Perlman, C.A. (2002). Variations
in the gender-stereotyped content of children’s television cartoons across
genders. Journal of Applied Social Psychology, 32(8), 1653-1662.
March 31
Media & Sports
Shugart, H.A. (2003). She shoots, she scores: Mediated constructions of
contemporary female athletes in coverage of the 1999 US Women’s Soccer
Team. Western Journal of Communication, 67(1), 1-31.
April 5
Writing Day
April 7
Raise a baby presentations