Sex and Gender 6th Edition Test Bank

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1
Student: ___________________________________________________________________________
1. Sex stereotypes are
A. social categories that describe a person's sexuality and sexual activity.
B. individualized beliefs about women and men based upon prior gendered interactions.
C. socially shared beliefs about what qualities can be assigned to individuals, based on their sex.
D. attitudes about what rights and responsibilities women and men should have.
2. Because Ymeika is a woman, Kevin thinks that she will not be good at sports. Kevin's thinking is an
example of
A. hierarchical thinking.
B. sex stereotyping.
C. using probalistic thinking.
D. benevolent sexism.
3. Because Josh is a man, Savannah thinks that he will not be good at child-care. Savannah's thinking is an
example of
A. hierarchical thinking.
B. sex stereotyping.
C. using probalistic thinking.
D. benevolent sexism.
4. Researchers now suggest that thinking of men and women as opposites
A. has been increasing steadily since the 1960s.
B. is natural and has been found consistently throughout history.
C. polarizes people's perceptions of men and women.
D. is slowly being replaced by a hierarchal notion of women and men.
5. Which of the following examples does NOT assume that the sexes are opposites?
A. Will isn't good at sports and is told he "throws like a girl."
B. Rashad argues that his daughter should wear dresses more so that people will not think she is a boy.
C. Camilla lets her children play with both masculine toys (e.g., trucks) and feminine toys (e.g., dolls) if
they want.
D. Ann worries that being assertive in class will make her appear too masculine.
6. Sex refers to
A. a person's biological maleness or femaleness.
B. a person's psychological identity as female or male.
C. the cultural aspects of masculinity and femininity.
D. none of these.
7. Gender refers to
A. a person's biological maleness or femaleness.
B. a person's psychological identity as female or male.
C. the cultural aspects of masculinity and femininity.
D. none of these.
8. The terms sex and gender are distinguished in the text. Which of the following is NOT an example of a
sex difference?
A. differences in hormone levels
B. differences in chromosomes
C. differences in genitalia
D. differences in social norms and expectations

9. Diekman and Eagly's (2000) study that asked if people expected that stereotypes of men and women will
change found that
A. women's and men's stereotypes are not expected to change.
B. women's stereotypes are expected to become more polarized.
C. men's stereotypes are expected to change more than women's.
D. changing roles affect stereotypes.
10. Researchers studying the stereotypes about women and men find that
A. the male stereotype is the more rigidly defined of the two.
B. the female stereotype is the more rigidly defined of the two.
C. both stereotypes are equally rigid.
D. while there is a widely held feminine stereotype, there is no stereotype of masculinity.
11. Which of the following traits is NOT associated with masculinity?
A. superstitious
B. adventurous
C. dominant
D. independent
12. Which of the following traits is NOT associated with femininity?
A. sentimental
B. realistic
C. submissive
D. superstitious
13. Which is the best characterization of the predominant theme of masculine and feminine sex stereotypes?
A. masculinity by physical strength, femininity by indecisiveness
B. masculinity by orientation toward fatherhood, femininity by orientation toward motherhood
C. femininity by introversion, masculinity by extroversion
D. femininity by expressiveness, masculinity by instrumentality
14. Researchers trying to measure the strength of sex stereotypes may sometimes ____________ the degree
to which women and men are perceived as different, because questions are worded in a way that suggests
that every adjective on the list can be classified as more typical of either women or men – thus subtly
encouraging respondents to provide stereotypic answers.
A. underestimate
B. erase
C. overestimate
D. none of these; question formats do not influence responses
15. Studies of stereotypes using a method that allows participants to rate the degree to which traits
characterize both the typical woman and the typical man
A. suggest that most traits are seen as equally characteristic of women and men.
B. suggest a tendency for the clusters of traits characterizing women and men to overlap.
C. suggest that the core traits for women belong to a potency/power dimension.
D. indicate that the core adjectives for one gender never overlap with the other gender.
16. In trying to determine whether the stereotypes people hold of gender are accurate, researchers have
A
.
compared respondents' estimates of the proportions of women and men who have certain traits with
their self-reports of whether they themselves have these traits.
B. compared respondents' estimates of gender differences to research findings on the same traits.
C. used a ratio method.
D. all of these.

17. Dr. Martin wanted to know whether or not people hold accurate gender stereotypes. In her research,
she asked respondents, for each trait on a list, to estimate the proportion of men and women who have
the trait and also to report on whether they themselves possessed the trait. The method she used for
examining gender stereotypes is called the
A. ratio method.
B. prototype method.
C. desirability method.
D. component method.
18. Research by Deaux and Lewis on four different components of gender stereotypes (traits, role behaviors,
occupations, and physical appearance) showed that
A. participants were less likely to use role behaviors than male-female labels.
B. physical appearance cues formed the least important component of gender stereotyping.
C. information about one component of the gender stereotype influences people's assumptions about the
others.
D. all of these
19. Researchers comparing the importance of different components of gender stereotypes have found that
A
.
labeling a hypothetical person female or male has more influence on a subject's inferences about that
person's traits than does any other information.
B. traits are the most important components of gender stereotypes.
C.knowing that a hypothetical person is tall and strong has little impact on respondents' inferences about
that person's masculinity.
D
.
physical appearance cues outweigh sex labels when respondents are making inferences about a
hypothetical person's traits or role behaviors.
20. Researchers comparing the importance of different components of gender stereotypes have found that
A
.
respondents rely more heavily on sex labels (female or male) than on anything else to judge the
likelihood that a particular person possesses feminine or masculine traits.
B
.
role behavior that is counterstereotypic for an individual's biological sex is linked by respondents to
speculation that the person is homosexual.
C. people's ideas about gender focus on a single dimension.
D. none of these
21. Research by Deaux and Lewis on different components of gender stereotypes indicates that
A
.
stereotyping by sex is an all-or-nothing affair; for example, most respondents believe that only males
can be aggressive, drive trucks, or act as leaders, and that only females can be nurturant, have soft
voices, and be elementary school teachers.
B
.
sex stereotypes are an expression of the perceived probability that a person will have certain qualities,
given that s/he is female or male.
C
.
usually, respondents acknowledge no probability that a characteristic that is stereotypic for one sex
could be displayed by an individual of the other sex.
D. none of these
22. The main conclusion about measuring gender stereotypes is
A. they are easy to measure accurately.
B. the research findings are consistent across time and cultures.
C. the research findings vary depending on how stereotypes are measured.
D. there is more agreement on gender stereotypes in older people.
23. Sexism is defined as
A. prejudice against women.
B. prejudice against men.
C. the negative evaluation of persons or their activities because of their sex.
D. none of these

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24. Benevolent sexism
A. can be characterized by protective paternalism, idealization of women, and desire for intimate
relations.
B. can be characterized by dominance-oriented paternalism, derogatory beliefs about women, and
hostility.
C. is a denial that women are still targets of discrimination.
D. all of these
25. Which of the following is an example of benevolent sexism toward women?
A. John cherishes women for their sensitivity and nurturance.
B. Paul looks out for women at work to make sure they are taken care of.
C. George thinks women are made to be loved.
D. all of these
26. Which of the following is an example of benevolent sexism toward men?
A. Marnesha believes that men need to be taken care of.
B. Sara believes that men are just naturally better at some things.
C. Tammy believes women need romantic partnerships with men in order to be fulfilled.
D. all of these
27. Benevolent sexism directed at men is
A. not harmful.
B. negatively related to endorsement of traditional values.
C. associated with maternalistic views.
D. all of these
28. Which of the following best describes the difference between hostile and benevolent sexism?
A. Benevolent sexism is beneficial to women.
B. Benevolent sexism is sometimes seen as desirable; hostile sexism usually is not.
C. They are mutually exclusive; if you think one way (hostile sexism), you cannot think the other way
(benevolent sexism).
D. Hostile sexism usually involves physical violence.
29. Which statement best reflects modern sexism or neosexism?
A. "Affirmative action has made it so that it is much easier for women to get jobs and get promoted than it
is for men."
B. "Women should stay home and look after their families instead of working."
C. "Women are too emotional to hold important positions in the workforce."
D. "Women are good at some jobs, but can't take too much pressure."
30. Sexism against men
A. cannot happen. Sexism only affects women.
B. usually benefits men.
C. usually is done by man-hating women.
D. can be very harmful.
31. Researchers studying the way women's and men's work is evaluated find that
A. when differences are found in the evaluations of women's and men's work, the differences usually
favor men.
B. an anti-female bias is most likely to occur in domains that are stereotypically feminine.
C. differences in the evaluations of women's and men's work are hardly ever found.
D. under all conditions, men's work is evaluated more positively than women's work.
32. Which of the following best describes the relationship between workplace performance and gender
stereotypes?
A. Women's work in non-stereotypic areas is likely to be undervalued, but men's is not.
B. Men's work in a non-stereotypic area is likely to be undervalued, but women's is not.
C. Both men's and women's work in non-stereotypic areas appears to be undervalued.
D. Neither men's nor women's work in non-stereotypic areas appears to be undervalued.

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33. Krislea Wegner's (2005) study of perceptions of mothers and fathers found that all groups
A. gave higher ratings to fathers than mothers on parenting skills and empathy.
B. rated fathers as having better parenting skills, but mothers as being more empathic.
C. rated mothers as having better parenting skills, but fathers as being more empathic.
D. gave higher ratings to mothers than fathers on parenting skills and empathy.
34. When an occupation undergoes a transition from being dominated by men to being dominated by women,
the
A. occupation loses status.
B. occupation gains status.
C. occupation does not change in status.
D. none of these
35. Research by Landrine (1985), which compared the stereotypes of black and white American middle- and
lower-class women, showed that
A. the stereotypes did not differ significantly by race or social class.
B. white women and middle-class women were described in ways least similar to traditional feminine
stereotypes.
C. to some extent, there is a set of expectations for American women that transcends race and social class.
D. none of these
36. Diversity mindfulness includes
A. openness to differences between people.
B. respect for others.
C. appreciation of varied perspectives.
D. all of these
37. According to stereotypes held by white Americans,
A. black women are perceived as more self-reliant and more willing to speak out than white women.
B. black women tend to be judged as less feminine than white women.
C. black women's strengths are often labeled matriarchal.
D. all of these
38. With respect to gender roles, Latina women
A. have had to carve out their feminine identity within a cultural group that places a particularly low value
on motherhood.
B. have traditionally faced an ideal of femininity that glorified motherhood, subservience, and long-
suffering endurance.
C. have traditionally been in the labor force; thus, working for wages has always been a normative aspect
of womanhood for them.
D. all of these
39. Married women's participation in the labor force is
A. highest among white women.
B. highest among black women.
C. highest among Hispanic women.
D. similar across racial groups.
40. European-American women
A. have less of a sense of ethnic identity than other racial/ethnic groups.
B. see gender as more important to their identity than race/ethnicity.
C. usually don't see race/ethnicity as a factor in how they are treated.
D. all of these
41. Machismo
A. emphasizes Latino men's equal partnership with women.
B. may be a rejection of stereotypes of Mexican men as passive and lazy.
C. is more common in low-income men.
D. is more common in wealthy men.

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42. Which of the following would NOT be an example of machismo?
A. Husband demands deference and respect from wife.
B. Husband believes women's place is in the home.
C. Husband believes his manliness is demonstrated by the number of children he has.
D. Father believes male children should be encouraged to challenge their fathers so they become strong.
43. Gender stereotypes
A. do not interact with racial stereotypes.
B. interact with racial stereotypes, but not with stereotypes about social class.
C. are independent of both race and social class.
D. interact with race and class stereotypes.
44. It has been hypothesized that lower-income men may be more authoritarian because
A. they have less power outside the home.
B. they are more honest than higher-income men.
C. of a rejection of middle-class values.
D. all of these
45. Poor women are viewed
A. more negatively than poor men.
B. as less deserving than poor men.
C. more positively than poor men.
D. the same as poor men.
46. The idea that there is a double standard of aging refers to the notion that
A. older men are valued less than older women.
B. the standard of behavior for older men is higher than that for older women.
C. aging men and women are the objects of contradictory expectations.
D.the changes in physical appearance that accompany aging are often considered distinguished in men,
but unattractive in women.
47. Which of the following is the best example of the double standard of aging?
A. Betty's gray hair and wrinkles are viewed as attractive and John's gray hair and wrinkles are viewed as
unattractive.
B. Betty finds that her ideas and opinions, as an older woman, are sought out more than her husband's.
C.John worries more about his appearance fading with age than Betty, who knows her worth is based
more on her success and wealth.
D
.
John's gray hair and wrinkles are often described as making him look distinguished and Betty's gray
hair and wrinkles as making her appear tired and worn.
48. Research on physical attractiveness and self-concept indicates that
A. dieting is more common among men than among women.
B
.
weight and body shape, while important to men, are the central determinant of college women's
perception of their own attractiveness.
C. there is no difference between women and men in their satisfaction with their own bodies.
D. fat men are evaluated more negatively than are fat women.
49. With respect to their own self-evaluations, a difficulty faced by women of color in North America is
that
A. they show less satisfaction with their bodies than do white women.
B. the stronger their racial identity, the weaker their body satisfaction.
C. they are surrounded by a culture in which the predominant images of feminine beauty presented in the
media are white.
D. they are more likely than white women to be evaluated negatively by men because of their weight.

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50. A major aspect of the stereotypes surrounding individuals who are homosexual is that
A. lesbians are characterized as more feminine and gay men are described as more masculine than
heterosexual women and men.
B. they do not fit the accepted feminine or masculine stereotypes for their own gender.
C.lesbian and gay relationships are stereotyped as lacking the complementary social roles that
characterize heterosexual relationships.
D. the stereotypes concerning lesbians are more rigidly held than are those concerning gay men.
51. With respect to disability and sexual assault, statistics show that
A. disabled women are more likely than other women to be sexually assaulted.
B. the presumption that disabled women are asexual protects them from sexual assault.
C. children are at lower risk for sexual abuse if they are disabled.
D. there is no relationship between disability and sexual assault.
52. A schema is
A. a plan for discriminating against a group of people.
B. a kind of stereotype used only by particular age groups.
C. a knowledge structure that guides the way a person processes information.
D. none of these
53. According to the self-fulfilling prophecy explanation for the maintenance of gender stereotypes,
A. people often adopt gender-role behaviors in response to the implied expectations of others.
B. people interact only with those whose gender-role expectations match their own.
C. people are more sensitive to their own expectations for themselves than they are to others'
expectations.
D. people try to fulfill others' expectations of them only when these expectations match their own
preferences.
54. Activation of stereotypes
A. can occur without intention or awareness.
B. can lead to discriminatory behavior.
C. does not always lead to discriminatory behavior.
D. all of these
55. A woman performs lower than she would have on a math test after being told that women don't score as
highly on the test as men. This is an example of
A. the ratio method.
B. diversity mindfulness.
C. stereotype threat.
D. benevolent sexism.
56. Terman and Miles, who developed the first paper and pencil test (the AIAS) to measure femininity and
masculinity, found, using that test, that
A. masculinity-femininity ratings were about as reliable as most other personality traits.
B. highly masculine husbands and highly feminine wives made the happiest couples.
C. women and men could not easily fake their scores on the test to make themselves look more feminine
or masculine.
D. ratings of a person's attractiveness to, or interest in, the other sex showed no relationship with
masculinity-femininity scores.
57. An androgynous person is
A. a person who is unsure of her/his gender identity.
B. a person who appears to have neither masculine nor feminine qualities.
C. a person who has both feminine and masculine qualities.
D. a bisexual person.

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58. The Bem Sex Role Inventory (BSRI) differs from earlier tests of masculinity–femininity in that
A. a high femininity score on this test automatically implies a low masculinity score.
B. it contains items that have been shown to be valid measures of masculinity and femininity across all
cultures.
C. it is longer and more detailed than previous measures.
D. it treats femininity and masculinity as two separate, independent dimensions.
59. A problem with trying to measure masculinity and femininity is that
A
.
masculinity and femininity are still defined only as the two sets of qualities that distinguish men from
women, qualities that may vary a great deal across times and places.
B.people who take these tests are often bored by them because they are not interested in knowing how
masculine or feminine they are.
C. psychologists must use very complex language in the questionnaires, and most respondents do not
understand them.
D.masculinity and femininity are still known to be polar opposites, thus neither one can be accurately
measured without the other.
60. Discuss the research on gender stereotypes, using the following concepts: probability, components,
subtypes, accuracy.
61. Discuss the research showing how gender bias can work both for and against women in the evaluation of
their work.
62. Discuss the differences between hostile and benevolent sexism. Provide an example of each, showing
how it can be directed toward both men and women.
63. Discuss the differences in the masculine role among African-American, European-American, and
Chicano men. What are some of the reasons for the differences?

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64. Discuss how the information processing and self-fulfilling prophecy approaches can be used to explain
why gender stereotypes persist.
65. Discuss the ways in which psychologists' early attempts to measure femininity and masculinity were
influenced by cultural assumptions.
66. Where does the concept of androgyny come from? How did the incorporation of the possibility of
androgyny into M–F tests change the way these tests were designed?
67. What are the pros and cons of adopting androgyny as a standard for all people to achieve? What are other
options, besides androgyny, for empowerment through disarming stereotypes?
68. How are gender stereotypes influenced by other stereotypes (based on race, class, age, appearance, sexual
orientation, and disability)?
69. Discuss the effects of activating stereotypes and stereotype threat on a person's performance. Give an
example of stereotype threat research findings and an example from real life.

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1 Key
1.
(p. 2)
Sex stereotypes are
A. social categories that describe a person's sexuality and sexual activity.
B. individualized beliefs about women and men based upon prior gendered interactions.
C. socially shared beliefs about what qualities can be assigned to individuals, based on their sex.
D. attitudes about what rights and responsibilities women and men should have.
Lips - 001 Chapter... #1
2.
(p. 2-3)
Because Ymeika is a woman, Kevin thinks that she will not be good at sports. Kevin's thinking is an
example of
A. hierarchical thinking.
B. sex stereotyping.
C. using probalistic thinking.
D. benevolent sexism.
Lips - 001 Chapter... #2
3.
(p. 2-3)
Because Josh is a man, Savannah thinks that he will not be good at child-care. Savannah's thinking is
an example of
A. hierarchical thinking.
B. sex stereotyping.
C. using probalistic thinking.
D. benevolent sexism.
Lips - 001 Chapter... #3
4.
(p. 4-5)
Researchers now suggest that thinking of men and women as opposites
A. has been increasing steadily since the 1960s.
B. is natural and has been found consistently throughout history.
C. polarizes people's perceptions of men and women.
D. is slowly being replaced by a hierarchal notion of women and men.
Lips - 001 Chapter... #4
5.
(p. 2-3)
Which of the following examples does NOT assume that the sexes are opposites?
A. Will isn't good at sports and is told he "throws like a girl."
B. Rashad argues that his daughter should wear dresses more so that people will not think she is a
boy.
C. Camilla lets her children play with both masculine toys (e.g., trucks) and feminine toys (e.g., dolls)
if they want.
D. Ann worries that being assertive in class will make her appear too masculine.
Lips - 001 Chapter... #5
6.
(p. 5)
Sex refers to
A. a person's biological maleness or femaleness.
B. a person's psychological identity as female or male.
C. the cultural aspects of masculinity and femininity.
D. none of these.
Lips - 001 Chapter... #6
7.
(p. 5)
Gender refers to
A. a person's biological maleness or femaleness.
B. a person's psychological identity as female or male.
C. the cultural aspects of masculinity and femininity.
D. none of these.
Lips - 001 Chapter... #7

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8.
(p. 5)
The terms sex and gender are distinguished in the text. Which of the following is NOT an example of
a sex difference?
A. differences in hormone levels
B. differences in chromosomes
C. differences in genitalia
D. differences in social norms and expectations
Lips - 001 Chapter... #8
9.
(p. 8)
Diekman and Eagly's (2000) study that asked if people expected that stereotypes of men and women
will change found that
A. women's and men's stereotypes are not expected to change.
B. women's stereotypes are expected to become more polarized.
C. men's stereotypes are expected to change more than women's.
D. changing roles affect stereotypes.
Lips - 001 Chapter... #9
10.
(p. 8)
Researchers studying the stereotypes about women and men find that
A. the male stereotype is the more rigidly defined of the two.
B. the female stereotype is the more rigidly defined of the two.
C. both stereotypes are equally rigid.
D. while there is a widely held feminine stereotype, there is no stereotype of masculinity.
Lips - 001 Chapter... #10
11.
(p. 7)
Which of the following traits is NOT associated with masculinity?
A. superstitious
B. adventurous
C. dominant
D. independent
Lips - 001 Chapter... #11
12.
(p. 7)
Which of the following traits is NOT associated with femininity?
A. sentimental
B. realistic
C. submissive
D. superstitious
Lips - 001 Chapter... #12
13.
(p. 10)
Which is the best characterization of the predominant theme of masculine and feminine sex
stereotypes?
A. masculinity by physical strength, femininity by indecisiveness
B. masculinity by orientation toward fatherhood, femininity by orientation toward motherhood
C. femininity by introversion, masculinity by extroversion
D. femininity by expressiveness, masculinity by instrumentality
Lips - 001 Chapter... #13
14.
(p. 10-11)
Researchers trying to measure the strength of sex stereotypes may sometimes ____________ the
degree to which women and men are perceived as different, because questions are worded in a way
that suggests that every adjective on the list can be classified as more typical of either women or men
– thus subtly encouraging respondents to provide stereotypic answers.
A. underestimate
B. erase
C. overestimate
D. none of these; question formats do not influence responses
Lips - 001 Chapter... #14

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15.
(p. 11)
Studies of stereotypes using a method that allows participants to rate the degree to which traits
characterize both the typical woman and the typical man
A. suggest that most traits are seen as equally characteristic of women and men.
B. suggest a tendency for the clusters of traits characterizing women and men to overlap.
C. suggest that the core traits for women belong to a potency/power dimension.
D. indicate that the core adjectives for one gender never overlap with the other gender.
Lips - 001 Chapter... #15
16.
(p. 11-12)
In trying to determine whether the stereotypes people hold of gender are accurate, researchers
have
A
.
compared respondents' estimates of the proportions of women and men who have certain traits with
their self-reports of whether they themselves have these traits.
B. compared respondents' estimates of gender differences to research findings on the same traits.
C. used a ratio method.
D. all of these.
Lips - 001 Chapter... #16
17.
(p. 11)
Dr. Martin wanted to know whether or not people hold accurate gender stereotypes. In her research,
she asked respondents, for each trait on a list, to estimate the proportion of men and women who have
the trait and also to report on whether they themselves possessed the trait. The method she used for
examining gender stereotypes is called the
A. ratio method.
B. prototype method.
C. desirability method.
D. component method.
Lips - 001 Chapter... #17
18.
(p. 12-13)
Research by Deaux and Lewis on four different components of gender stereotypes (traits, role
behaviors, occupations, and physical appearance) showed that
A. participants were less likely to use role behaviors than male-female labels.
B. physical appearance cues formed the least important component of gender stereotyping.
C. information about one component of the gender stereotype influences people's assumptions about
the others.
D. all of these
Lips - 001 Chapter... #18
19.
(p. 13-14)
Researchers comparing the importance of different components of gender stereotypes have found
that
A
.
labeling a hypothetical person female or male has more influence on a subject's inferences about
that person's traits than does any other information.
B. traits are the most important components of gender stereotypes.
C. knowing that a hypothetical person is tall and strong has little impact on respondents' inferences
about that person's masculinity.
D
.
physical appearance cues outweigh sex labels when respondents are making inferences about a
hypothetical person's traits or role behaviors.
Lips - 001 Chapter... #19
20.
(p. 13)
Researchers comparing the importance of different components of gender stereotypes have found
that
A
.
respondents rely more heavily on sex labels (female or male) than on anything else to judge the
likelihood that a particular person possesses feminine or masculine traits.
B
.
role behavior that is counterstereotypic for an individual's biological sex is linked by respondents to
speculation that the person is homosexual.
C. people's ideas about gender focus on a single dimension.
D. none of these
Lips - 001 Chapter... #20

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21.
(p. 12-13)
Research by Deaux and Lewis on different components of gender stereotypes indicates that
A
.
stereotyping by sex is an all-or-nothing affair; for example, most respondents believe that only males
can be aggressive, drive trucks, or act as leaders, and that only females can be nurturant, have soft
voices, and be elementary school teachers.
B. sex stereotypes are an expression of the perceived probability that a person will have certain
qualities, given that s/he is female or male.
C
.
usually, respondents acknowledge no probability that a characteristic that is stereotypic for one sex
could be displayed by an individual of the other sex.
D. none of these
Lips - 001 Chapter... #21
22.
(p. 10)
The main conclusion about measuring gender stereotypes is
A. they are easy to measure accurately.
B. the research findings are consistent across time and cultures.
C. the research findings vary depending on how stereotypes are measured.
D. there is more agreement on gender stereotypes in older people.
Lips - 001 Chapter... #22
23.
(p. 17)
Sexism is defined as
A. prejudice against women.
B. prejudice against men.
C. the negative evaluation of persons or their activities because of their sex.
D. none of these
Lips - 001 Chapter... #23
24.
(p. 18-19)
Benevolent sexism
A. can be characterized by protective paternalism, idealization of women, and desire for intimate
relations.
B. can be characterized by dominance-oriented paternalism, derogatory beliefs about women, and
hostility.
C. is a denial that women are still targets of discrimination.
D. all of these
Lips - 001 Chapter... #24
25.
(p. 18-19)
Which of the following is an example of benevolent sexism toward women?
A. John cherishes women for their sensitivity and nurturance.
B. Paul looks out for women at work to make sure they are taken care of.
C. George thinks women are made to be loved.
D. all of these
Lips - 001 Chapter... #25
26.
(p. 20)
Which of the following is an example of benevolent sexism toward men?
A. Marnesha believes that men need to be taken care of.
B. Sara believes that men are just naturally better at some things.
C. Tammy believes women need romantic partnerships with men in order to be fulfilled.
D. all of these
Lips - 001 Chapter... #26
27.
(p. 20)
Benevolent sexism directed at men is
A. not harmful.
B. negatively related to endorsement of traditional values.
C. associated with maternalistic views.
D. all of these
Lips - 001 Chapter... #27

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28.
(p. 19-20)
Which of the following best describes the difference between hostile and benevolent sexism?
A. Benevolent sexism is beneficial to women.
B. Benevolent sexism is sometimes seen as desirable; hostile sexism usually is not.
C. They are mutually exclusive; if you think one way (hostile sexism), you cannot think the other way
(benevolent sexism).
D. Hostile sexism usually involves physical violence.
Lips - 001 Chapter... #28
29.
(p. 19)
Which statement best reflects modern sexism or neosexism?
A. "Affirmative action has made it so that it is much easier for women to get jobs and get promoted
than it is for men."
B. "Women should stay home and look after their families instead of working."
C. "Women are too emotional to hold important positions in the workforce."
D. "Women are good at some jobs, but can't take too much pressure."
Lips - 001 Chapter... #29
30.
(p. 20)
Sexism against men
A. cannot happen. Sexism only affects women.
B. usually benefits men.
C. usually is done by man-hating women.
D. can be very harmful.
Lips - 001 Chapter... #30
31.
(p. 22)
Researchers studying the way women's and men's work is evaluated find that
A. when differences are found in the evaluations of women's and men's work, the differences usually
favor men.
B. an anti-female bias is most likely to occur in domains that are stereotypically feminine.
C. differences in the evaluations of women's and men's work are hardly ever found.
D. under all conditions, men's work is evaluated more positively than women's work.
Lips - 001 Chapter... #31
32.
(p. 24)
Which of the following best describes the relationship between workplace performance and gender
stereotypes?
A. Women's work in non-stereotypic areas is likely to be undervalued, but men's is not.
B. Men's work in a non-stereotypic area is likely to be undervalued, but women's is not.
C. Both men's and women's work in non-stereotypic areas appears to be undervalued.
D. Neither men's nor women's work in non-stereotypic areas appears to be undervalued.
Lips - 001 Chapter... #32
33.
(p. 23)
Krislea Wegner's (2005) study of perceptions of mothers and fathers found that all groups
A. gave higher ratings to fathers than mothers on parenting skills and empathy.
B. rated fathers as having better parenting skills, but mothers as being more empathic.
C. rated mothers as having better parenting skills, but fathers as being more empathic.
D. gave higher ratings to mothers than fathers on parenting skills and empathy.
Lips - 001 Chapter... #33
34.
(p. 25)
When an occupation undergoes a transition from being dominated by men to being dominated by
women, the
A. occupation loses status.
B. occupation gains status.
C. occupation does not change in status.
D. none of these
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35.
(p. 26)
Research by Landrine (1985), which compared the stereotypes of black and white American middle-
and lower-class women, showed that
A. the stereotypes did not differ significantly by race or social class.
B. white women and middle-class women were described in ways least similar to traditional feminine
stereotypes.
C. to some extent, there is a set of expectations for American women that transcends race and social
class.
D. none of these
Lips - 001 Chapter... #35
36.
(p. 26)
Diversity mindfulness includes
A. openness to differences between people.
B. respect for others.
C. appreciation of varied perspectives.
D. all of these
Lips - 001 Chapter... #36
37.
(p. 27)
According to stereotypes held by white Americans,
A. black women are perceived as more self-reliant and more willing to speak out than white women.
B. black women tend to be judged as less feminine than white women.
C. black women's strengths are often labeled matriarchal.
D. all of these
Lips - 001 Chapter... #37
38.
(p. 27-28)
With respect to gender roles, Latina women
A. have had to carve out their feminine identity within a cultural group that places a particularly low
value on motherhood.
B. have traditionally faced an ideal of femininity that glorified motherhood, subservience, and long-
suffering endurance.
C. have traditionally been in the labor force; thus, working for wages has always been a normative
aspect of womanhood for them.
D. all of these
Lips - 001 Chapter... #38
39.
(p. 28)
Married women's participation in the labor force is
A. highest among white women.
B. highest among black women.
C. highest among Hispanic women.
D. similar across racial groups.
Lips - 001 Chapter... #39
40.
(p. 28-29)
European-American women
A. have less of a sense of ethnic identity than other racial/ethnic groups.
B. see gender as more important to their identity than race/ethnicity.
C. usually don't see race/ethnicity as a factor in how they are treated.
D. all of these
Lips - 001 Chapter... #40
41.
(p. 29-30)
Machismo
A. emphasizes Latino men's equal partnership with women.
B. may be a rejection of stereotypes of Mexican men as passive and lazy.
C. is more common in low-income men.
D. is more common in wealthy men.
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42.
(p. 29-30)
Which of the following would NOT be an example of machismo?
A. Husband demands deference and respect from wife.
B. Husband believes women's place is in the home.
C. Husband believes his manliness is demonstrated by the number of children he has.
D. Father believes male children should be encouraged to challenge their fathers so they become
strong.
Lips - 001 Chapter... #42
43.
(p. 31-32)
Gender stereotypes
A. do not interact with racial stereotypes.
B. interact with racial stereotypes, but not with stereotypes about social class.
C. are independent of both race and social class.
D. interact with race and class stereotypes.
Lips - 001 Chapter... #43
44.
(p. 32)
It has been hypothesized that lower-income men may be more authoritarian because
A. they have less power outside the home.
B. they are more honest than higher-income men.
C. of a rejection of middle-class values.
D. all of these
Lips - 001 Chapter... #44
45.
(p. 32)
Poor women are viewed
A. more negatively than poor men.
B. as less deserving than poor men.
C. more positively than poor men.
D. the same as poor men.
Lips - 001 Chapter... #45
46.
(p. 33)
The idea that there is a double standard of aging refers to the notion that
A. older men are valued less than older women.
B. the standard of behavior for older men is higher than that for older women.
C. aging men and women are the objects of contradictory expectations.
D. the changes in physical appearance that accompany aging are often considered distinguished in
men, but unattractive in women.
Lips - 001 Chapter... #46
47.
(p. 33)
Which of the following is the best example of the double standard of aging?
A. Betty's gray hair and wrinkles are viewed as attractive and John's gray hair and wrinkles are viewed
as unattractive.
B. Betty finds that her ideas and opinions, as an older woman, are sought out more than her husband's.
C. John worries more about his appearance fading with age than Betty, who knows her worth is based
more on her success and wealth.
D
.
John's gray hair and wrinkles are often described as making him look distinguished and Betty's gray
hair and wrinkles as making her appear tired and worn.
Lips - 001 Chapter... #47
48.
(p. 34)
Research on physical attractiveness and self-concept indicates that
A. dieting is more common among men than among women.
B. weight and body shape, while important to men, are the central determinant of college women's
perception of their own attractiveness.
C. there is no difference between women and men in their satisfaction with their own bodies.
D. fat men are evaluated more negatively than are fat women.
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49.
(p. 36)
With respect to their own self-evaluations, a difficulty faced by women of color in North America is
that
A. they show less satisfaction with their bodies than do white women.
B. the stronger their racial identity, the weaker their body satisfaction.
C. they are surrounded by a culture in which the predominant images of feminine beauty presented in
the media are white.
D. they are more likely than white women to be evaluated negatively by men because of their weight.
Lips - 001 Chapter... #49
50.
(p. 37)
A major aspect of the stereotypes surrounding individuals who are homosexual is that
A. lesbians are characterized as more feminine and gay men are described as more masculine than
heterosexual women and men.
B. they do not fit the accepted feminine or masculine stereotypes for their own gender.
C. lesbian and gay relationships are stereotyped as lacking the complementary social roles that
characterize heterosexual relationships.
D. the stereotypes concerning lesbians are more rigidly held than are those concerning gay men.
Lips - 001 Chapter... #50
51.
(p. 39)
With respect to disability and sexual assault, statistics show that
A. disabled women are more likely than other women to be sexually assaulted.
B. the presumption that disabled women are asexual protects them from sexual assault.
C. children are at lower risk for sexual abuse if they are disabled.
D. there is no relationship between disability and sexual assault.
Lips - 001 Chapter... #51
52.
(p. 40)
A schema is
A. a plan for discriminating against a group of people.
B. a kind of stereotype used only by particular age groups.
C. a knowledge structure that guides the way a person processes information.
D. none of these
Lips - 001 Chapter... #52
53.
(p. 41-42)
According to the self-fulfilling prophecy explanation for the maintenance of gender stereotypes,
A. people often adopt gender-role behaviors in response to the implied expectations of others.
B. people interact only with those whose gender-role expectations match their own.
C. people are more sensitive to their own expectations for themselves than they are to others'
expectations.
D. people try to fulfill others' expectations of them only when these expectations match their own
preferences.
Lips - 001 Chapter... #53
54.
(p. 41)
Activation of stereotypes
A. can occur without intention or awareness.
B. can lead to discriminatory behavior.
C. does not always lead to discriminatory behavior.
D. all of these
Lips - 001 Chapter... #54
55.
(p. 45-46)
A woman performs lower than she would have on a math test after being told that women don't score
as highly on the test as men. This is an example of
A. the ratio method.
B. diversity mindfulness.
C. stereotype threat.
D. benevolent sexism.
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56.
(p. 48-49)
Terman and Miles, who developed the first paper and pencil test (the AIAS) to measure femininity
and masculinity, found, using that test, that
A. masculinity-femininity ratings were about as reliable as most other personality traits.
B. highly masculine husbands and highly feminine wives made the happiest couples.
C. women and men could not easily fake their scores on the test to make themselves look more
feminine or masculine.
D. ratings of a person's attractiveness to, or interest in, the other sex showed no relationship with
masculinity-femininity scores.
Lips - 001 Chapter... #56
57.
(p. 50)
An androgynous person is
A. a person who is unsure of her/his gender identity.
B. a person who appears to have neither masculine nor feminine qualities.
C. a person who has both feminine and masculine qualities.
D. a bisexual person.
Lips - 001 Chapter... #57
58.
(p. 50-51)
The Bem Sex Role Inventory (BSRI) differs from earlier tests of masculinity–femininity in that
A. a high femininity score on this test automatically implies a low masculinity score.
B. it contains items that have been shown to be valid measures of masculinity and femininity across
all cultures.
C. it is longer and more detailed than previous measures.
D. it treats femininity and masculinity as two separate, independent dimensions.
Lips - 001 Chapter... #58
59.
(p. 50-51)
A problem with trying to measure masculinity and femininity is that
A
.
masculinity and femininity are still defined only as the two sets of qualities that distinguish men
from women, qualities that may vary a great deal across times and places.
B. people who take these tests are often bored by them because they are not interested in knowing how
masculine or feminine they are.
C. psychologists must use very complex language in the questionnaires, and most respondents do not
understand them.
D. masculinity and femininity are still known to be polar opposites, thus neither one can be accurately
measured without the other.
Lips - 001 Chapter... #59
60.
(p. 2-12)
Discuss the research on gender stereotypes, using the following concepts: probability, components,
subtypes, accuracy.
Answers will vary.
Lips - 001 Chapter... #60
61.
(p. 22-25)
Discuss the research showing how gender bias can work both for and against women in the evaluation
of their work.
Answers will vary.
Lips - 001 Chapter... #61
62.
(p. 18-20)
Discuss the differences between hostile and benevolent sexism. Provide an example of each, showing
how it can be directed toward both men and women.
Answers will vary.
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63.
(p. 29-30)
Discuss the differences in the masculine role among African-American, European-American, and
Chicano men. What are some of the reasons for the differences?
Answers will vary.
Lips - 001 Chapter... #63
64.
(p. 40-42)
Discuss how the information processing and self-fulfilling prophecy approaches can be used to
explain why gender stereotypes persist.
Answers will vary.
Lips - 001 Chapter... #64
65.
(p. 47-49)
Discuss the ways in which psychologists' early attempts to measure femininity and masculinity were
influenced by cultural assumptions.
Answers will vary.
Lips - 001 Chapter... #65
66.
(p. 50-52)
Where does the concept of androgyny come from? How did the incorporation of the possibility of
androgyny into M–F tests change the way these tests were designed?
Answers will vary.
Lips - 001 Chapter... #66
67.
(p. 50-52)
What are the pros and cons of adopting androgyny as a standard for all people to achieve? What are
other options, besides androgyny, for empowerment through disarming stereotypes?
Answers will vary.
Lips - 001 Chapter... #67
68.
(p. 26-39)
How are gender stereotypes influenced by other stereotypes (based on race, class, age, appearance,
sexual orientation, and disability)?
Answers will vary.
Lips - 001 Chapter... #68
69.
(p. 43-47)
Discuss the effects of activating stereotypes and stereotype threat on a person's performance. Give an
example of stereotype threat research findings and an example from real life.
Answers will vary.
Lips - 001 Chapter... #69

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2
Student: ___________________________________________________________________________
1. During the latter part of the 19th century, it was believed that educating women in the same way as men
would
A. ruin women's physical and reproductive health.
B. have no impact on women's health.
C. increase their interest in family and motherhood.
D. increase women's overall physical health.
2. For centuries, theories of gender inside and outside of psychology reflected a motif
A. wherein women were both superior and inferior to men.
B. depicting women as having insufficient coolness and wetness for intellectual pursuits.
C. depicting women as defective men.
D. wherein women had greater soul heat than men did.
3. During the latter part of the 19th century, physicians theorized that the womb
A. exercised a dominating influence over a woman's personality.
B. had no relevance to decisions about the appropriate education for women.
C. enabled women to undertake more demanding intellectual tasks than men.
D. was unaffected by brain function.
4. A requirement for a good and useful theory is that it
A. fits the assumptions of a particular time and place.
B. be subject to verification.
C. incorporates the conventional wisdom of the times.
D. is at odds with accepted notions.
5. In Freud's psychosexual stages—oral, anal, phallic, latency, and genital—the development of boys and
girls diverges during the
A. genital stage.
B. latency stage.
C. phallic stage.
D. oral stage.
6. According to Freud, gender develops
A. automatically and is not influenced by interactions with caretakers.
B. as a result of the care received as an infant.
C. as a result of the care received as an infant by the father alone.
D. automatically and is controlled by the id.
7. According to Freud, the Oedipus complex in males
A. results in a contempt for or fear of men.
B. produces what Freud labeled penis envy.
C. is resolved by the boy's identification with his mother.
D. none of these
8. According to Sigmund Freud, the Electra complex
A. refers to a son's crushing desire for his mother.
B. results in a sense of contempt for the other sex.
C. involves a general sense of jealousy evolving from penis envy.
D. none of these

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9. In Freudian theory, the Oedipus complex in males
A. begins with an intense attachment to the father.
B. involves a boy's fear that his father may castrate him.
C. causes a boy to identify with and envy women.
D. ends with the boy's rejection of the penis as a source of sexual pleasure.
10. In Freudian theory, which of the following is NOT a result of the Electra complex?
A. girls develop a stronger superego than boys
B. feminine identification
C. a rejection of clitoral sexuality
D. a wish for a child
11. In Freudian theory, a girl will withdraw her affection from her mother because the
A. mother dislikes her daughter.
B. daughter identifies with her father.
C. mother is disappointed in having a female child.
D. daughter blames the mother for her lack of a penis.
12. In his writings about mature female sexuality, Sigmund Freud insisted that
A. sexually mature, well-adjusted women did not have orgasms.
B. the rejection of clitoral sexuality was a normal part of female development.
C. a real woman found satisfaction only in clitoral orgasms.
D. only after having a child could a woman experience a vaginal orgasm.
13. Freud rejected clitoral orgasms because
A. there are more nerve endings in the vagina.
B. the importance of the clitoris was unknown until late in the 20th century.
C. the clitoris was not valued by women.
D. mature, female sexuality should focus on vaginal sexuality.
14. Penis envy is a harmful concept to women because
A. it defines women who engage in masculine behavior as neurotic.
B. it asserts women must have children to be fulfilled.
C. it labels women who don't accept their inferior social role as immature.
D. all of these
15. A large number of Freud's women patients told him that they had been seduced by their fathers. Freud
reported in his public writings that
A. the women's accounts were based on fantasies.
B. most of the women were telling the truth.
C. there was widespread sexual abuse of young girls.
D. other independent surveys supported his patients' claims.
16. Freud saw homosexuality as
A. a disease.
B. a genetic disorder.
C. a normal variation of human function.
D. the result of early sexual abuse.
17. The gynocentric (as opposed to the phallocentric) branch of psychoanalytic theory
A. emphasizes the mother–child relationship.
B. accepts and supports male dominance.
C. de-emphasizes the mother–child relationship.
D. found an early and determined opponent in Karen Horney.

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18. Karen Horney proposed that a girl's psychosexual development
A. centered around envy of the penis.
B. was unrelated to cultural factors.
C. centered around the girl's own anatomy rather than the male's.
D. occurred before the age of 2.
19. In her later work, Karen Horney rejected the notion that human behavior springs from instinctual drives
such as sex and aggression, and developed instead the notion that
A. human beings are guided by needs for safety and satisfaction.
B. human beings are unresponsive to their social environment.
C
.
although the culture tended to value males over females, females generally were able to cope with this
without developing neurotic personalities.
D. gender differences were based on boys' tendency to be more competitive.
20. In her later writings, Karen Horney made it clear that she felt
A. Freud was right about the importance of the Oedipus complex.
B.the cultural pattern of preference for sons over daughters made girls more vulnerable to the
development of a sense of inferiority.
C. boys were more likely than girls to develop neurotic personalities characterized by self-directed
hostility.
D. gender differences were more strongly rooted in biological sex differences than in culture.
21. Dorothy Dinnerstein's and Nancy Chodorow's gynocentric writings argue that societies' devaluation of
women results from women's
A. enormous power over children.
B. innate inferiority.
C. lesser strength.
D. emotional nature.
22. Some theorists, such as Nancy Chodorow, have argued that family and parenting arrangements make it
more difficult for boys than for girls to form a proper gender identity. According to these theorists, this
difficulty stems from
A. castration anxiety.
B. the fact that boys, like girls, initially identify with the mother.
C. the fact that masculinity is more negatively valued than femininity.
D. all of these
23. Nancy Chodorow's theory states that gender identities are
A. biologically wired.
B. dependent on child-rearing practices.
C. formed slowly throughout adolescence.
D. learned from peers.
24. Pleck's concept of gender-role strain was an attempt to understand the social construction of masculinity.
This approach suggested that
A. the very behavior expected of males can be dysfunctional and cause them problems.
B. gender roles are clear and consistent, but difficult to conform to.
C. violating gender roles has more severe consequences for females than for males.
D. none of these
25. Pleck's gender-role strain paradigm is best demonstrated by which of the following?
A
.
Jeremy complains that his girlfriend wants him to be kind and sensitive yet is embarrassed when he
won't fight a boy who insults her.
B. Melvin, who learns to be tough, then loses touch with his feelings
C. Julian, who is punished for playing with dolls even though his sister is allowed to play with his trucks
D. all of these

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26. The set of behaviors socially defined as appropriate for one's sex refers to
A. gender role.
B. sexual orientation.
C. gender identity.
D. role identity.
27. The individual's private experience of the self as male or female refers to
A. gender role.
B. sexual orientation.
C. gender identity.
D. role identity.
28. Jeremy is an 18-year-old. He has a firm sense of himself as a man and has adopted many of the traditional
gendered customs of the South (e.g., holding doors open for women, standing when a woman excuses
herself from the table). During the last year, he has developed an exclusive sexual relationship with Scott.
He hopes that someday they can move in together. Jeremy's preference for sexual partners of the same
sex refers to his
A. gender identity.
B. gender role.
C. sexual orientation.
D. sex.
29. Jeremy is an 18-year-old. He has a firm sense of himself as a man and has adopted many of the traditional
gendered customs of the South (e.g., holding doors open for women, standing when a woman excuses
herself from the table). During the last year, he has developed an exclusive sexual relationship with Scott.
He hopes that someday they can move in together. Jeremy's private experience of himself as a male refers
to his
A. gender identity.
B. gender role.
C. sexual orientation.
D. sex.
30. Jeremy is an 18-year-old. He has a firm sense of himself as a man and has adopted many of the traditional
gendered customs of the South (e.g., holding doors open for women, standing when a woman excuses
herself from the table). During the last year, he has developed an exclusive sexual relationship with Scott.
He hopes that someday they can move in together. Jeremy's adoption of socially defined behaviors as
appropriate based on his sex refers to his
A. gender identity.
B. gender role.
C. sexual orientation.
D. sex.
31. As explanation for the development and maintenance of gender roles, social structural approaches, in
contrast with identification theories, emphasize
A. differences in structural form between men and women.
B. mechanisms through which children develop identity or acquire roles.
C. the greater power and status often accorded to men than to women.
D. castration anxiety.
32. Which is most representative of research on power and status?
A. Tamara learns about men's and women's nonverbal behavior so she can understand men's behavior at
work.
B. Charles believes that men and women have very different ways of communicating.
C. Jackie thinks it is biological that men are more direct and assertive than women.
D. Ronetta acts more assertive with her children than with her boss.

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33. According to Rosabeth Moss Kanter's research on women in organizations,
A. women make poorer leaders than men.
B. men are more temperamentally suited than women for large organizations.
C. women managers in extremely powerful positions are interfering and coercive.
D. apparent gender differences in leadership behaviors could be traced to the social structure of the
organization.
34. Which is the best example of research findings on women in organizations?
A. Walt decides to hire a man for a management position because men are natural born leaders.
B. Peggy thinks she can be a great vice president of her company if she is given the power to do her job.
C. Marta hates having a female supervisor because they are so insecure.
D. Sherrill hires several women firefighters to end discrimination of the current women firefighters.
35. Sanday's (1981) research of 186 societies found that rape-prone societies are characterized by
A. high levels of interpersonal violence.
B. high levels of male dominance.
C. separation of the sexes.
D. all of these
36. Social dominance theory
A. states that women tend to be more social dominance-oriented than men.
B. states that male-female differences develop from physical/biological differences.
C. states that gender differences are most likely to be found in societies organized in hierarchies.
D. is maintained by women who have benefited from beliefs that they are submissive and must be cared
for.
37. According to social dominance theory,
A. women tend to adopt values that emphasize promotion of the interests of elite, powerful groups.
B. men tend to adopt hierarchy-enhancing values.
C. men tend to adopt values that emphasize equality and the reduction of power differences.
D. none of these
38. In a dominance-oriented society,
A. women will depend on men financially.
B. men in dominant groups will marry women who will care for them and their children.
C. men will have greater access to powerful roles.
D. all of these
39. Social role theory suggests that women and men do different kinds of work because of
A. personality differences.
B. cultural expectations.
C. genetic predispositions.
D. hormonal differences.
40. The set of theories that postulates a genetic basis for behavioral differences between the sexes is
composed of
A. evolutionary theories such as those advocated by functionalists and sociobiologists.
B. evolutionary theories such as social learning and cognitive developmental theory.
C. identification theories advocated by sociobiologists and psychoanalysts.
D. innate theories implied by structural approaches to gender.
41. Evolutionary psychology
A. predicts that more egalitarian, less intelligent men will have more children.
B. predicts that women should be more interested in casual sex than men.
C. predicts that more aggressive and financially focused and successful men will have fewer children.
D. none of these

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42. Anthony enjoys watching sports competitions and is very competitive when he plays racquetball with
friends and in tournaments. Biosocial theory would explain this interest and behaviors as being the result
of
A. social expectations that men will be competitive.
B. the tendency for men's testosterone levels to rise when anticipating competition.
C. both social expectations and testosterone levels.
D. early childhood conflicts with a punitive father.
43. Biosocial theory predicts that there will be most consistency in gender roles across societies in which
A. children are bottle-fed and cared for by hired caregivers.
B. most men's work demands intelligence, not strength.
C. women have widespread access to birth control and a substantial number delay or do not have
children.
D. men must be physically strong in order to work and provide for their families.
44. In regard to theories of gender differences, emphasizing power and status as more important than either
genes and anatomy or early development implies a preference for
A. evolutionary theories over psychoanalytic/identification and structural/cultural theories, respectively.
B. female inferiority.
C. structural/cultural theories over evolutionary and psychoanalytic/identification theories, respectively.
D. gynocentric theory.
45. Social learning theory suggests that both gender identity and gender role are developed
A. through an innate learning process whereby social stimuli release gender-appropriate behavior.
B. by observing and imitating adult and peer models.
C. from genetically-based strategies evolved by the sexes.
D. by social/cultural forces assigning differences in power and status to females and males.
46. Social learning theory suggests that
A. parental models, particularly the same sex parent, are especially effective in influencing children's
behavior.
B
.
parents and other socializing agents map out gender roles for the child and then the child is
differentially reinforced for following the appropriate one.
C
.
children learn their gender roles because gender-role appropriate behavior is rewarded, while gender-
role inappropriate behavior is punished or ignored.
D. all of these
47. Research based upon social learning theory has found that
A. girls attend to and imitate same-sex models more than boys.
B. boys reject behaviors and objects associated with the other sex more than girls.
C. children prefer to look at stimuli linked to their own gender only after they begin attending school.
D. gender-appropriate activities are actively discouraged by parents, particularly with their sons.
48. Portraying the child as actively searching, seeking out gender information rather than being passively
shaped by environmental forces reflects the viewpoint of
A. reinforcement learning theory.
B. cognitive developmental theory.
C. social learning theory.
D. evolutionary theory.
49. Understanding that one's gender is fixed and cannot be altered by a change in hairstyle, dress, or
name
A. occurs about the time of puberty.
B. occurs earlier for females than for males.
C. is indicative of gender flexibility.
D. reflects gender stability and constancy.

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50. According to the cognitive developmental approach,
A. first a child learns to value masculine or feminine behavior, then he or she categorizes the self as male
or female.
B
.
once the child has categorized the self with some certainty as female or male, she or he uses this self-
categorization as an organizing focus for attaching value to behaviors.
C. as soon as children become aware that there are two sexes, they understand that gender categories are
permanent.
D. children identify with the same sex parent before categorizing themselves as male or female.
51. With regard to children's acquisition of gender roles, Bem's gender schema theory emphasizes
A. the importance of cognitive categories.
B. gender-role acquisition through observation and direct teaching.
C. both the child's active construction and her/his responsiveness to environmental cues.
D. unconscious gendered structures in the mind.
52. Cumulative continuity
A. is not related to gender-role development.
B. refers to the two-way transaction between the person and the social environment.
C
.
is the process through which an individual, beginning in childhood, selects and creates environments
that fit her or his preferred forms of behavior.
D. is important only up until the age of 5.
53. The interactive model of gender-related behavior focuses
A. on the long-term causes of gender-related behavior.
B. on aspects of the immediate situation that promote or inhibit behavior consistent with masculinity or
femininity.
C. on the acquisition of gender-role behaviors rather than on their display.
D. solely on personal understandings of gender and gender identity.
54. According to the interactive model of gender-role behavior, the degree to which an individual's behavior
conforms to gender stereotypes in a particular situation depends on
A. what the individual believes about herself or himself.
B. situational cues.
C. early identification with the appropriate parent.
D. both situational cues and individual beliefs about the self.
55. Why did the 1940s study of shyness find that men were more affected by shyness than women?
A. Because it delayed entry into a stable career and reduced career progression for men.
B. Because it resulted in delayed marriage for men, but not for women.
C. Because shyness violated societal expectations for men's roles more than for women's roles.
D. all of these
56. Hare-Mustin and Marecek's concept of an alpha bias describes the tendency to
A. exaggerate gender differences.
B. minimize gender differences.
C. exaggerate dominance.
D. minimize dominance.
57. Which best illustrates a beta bias?
A. Ann thinks men and women are really very much alike.
B. Estella thinks men and women are really very different.
C. Miles thinks men and women are similar in some ways, but different in others.
D. Clarence thinks men and women's differences are based in genetics.
58. Which bias is the better approach, alpha or beta?
A. alpha
B. beta
C. alpha for political goals and beta for social goals
D. We need to be aware of both types of bias.

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59. Compare and contrast the psychoanalytic theories of psychosexual development delineated by Sigmund
Freud and Karen Horney.
60. What negative consequences have the concepts of clitoral sexuality and penis envy had for women?
61. Describe the differences in the development of gender identification for boys and girls during the phallic
stage of Freudian psychosexual development.
62. How do theorists Dorothy Dinnerstein and Nancy Chodorow suggest that male dominance in society is
related to the early bond between mother and child?
63. Discuss the reasons why some theorists say boys have trouble forming a proper
masculineidentification.
64. Describe the research on power and status, including nonverbal communication and women in
organizations.

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65. Describe how social dominance theory attempts to explain gender differences. Include a description of
the characteristics of a dominance-oriented society and of hierarchy-enhancing and hierarchy-attenuating
roles.
66. Describe how biosocial theory attempts to explain gender differences. Compare and contrast this theory
with social structural and social cognitive theories of gender.
67. Explain how gender schema theory incorporates aspects of both social learning and cognitive
developmental theories of gender-role development.
68. Outline how the interactive model proposed by Deaux and Major might explain why a woman and a man
assigned by a supervisor to teach a short training seminar might behave similarly or differently.
69. Discuss the difficulties that researchers face in deciding whether to emphasize differences or similarities
in the study of gender.

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Sex and Gender 6th Edition Test Bank

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