General instructions: You will have an hour and 15 minutes (75 min.) to complete this exam. Once you have started the clock with start. In other words, it will not save for you. I am expecting that you have spent the normal time preparing for this exam as you would have for an in-class exam.
Multiple choice: You should not treat this as an open book exam as looking up the answers will leave you without enough time to complete it.
Essays: While I am expecting that you have prepared the exam essays ahead of time, you should NOT be quoting from articles. I want to see that you can paraphrase and discuss the research just like you would if this was an in-class exam. This is important. Because you have time to prepare them and will have your notes, they should be well-written and thoughtful. In other words, you can just cut and paste your answers in to the response box. Assume one page hand written is enough to answer each question, or 2-3 paragraphs typed (but no more than 3, and if you can answer it fully in 1 paragraph that is okay too).
Answer the question in a concise manner and make sure you answer all parts of the question. You should clearly be using the articles and research in the articles to answer these questions. In other words, when a question asks you to give examples from research, then you should discuss main methods/findings from that research (i.e., the research cited in the question) to back-up your points. Make sure you clearly answer all parts of the question.
Note: You do not need to include a reference for each article, but do use APA in-text citations where appropriate.
According to a meta-analysis, research on gender differences in tentative speech indicates that
gender differences are small across studies.
women are considerably more likely to use tag questions than men are.
women are considerably more likely to use disclaimers than men are.
both b and c are correct.
Question 2
2 / 2 pts
In an experiment by Deutsch et al. (1987), women who did not smile were rated ______ than women who did smile.
more negatively
as more competent
as more professional
as more serious
Question 3
2 / 2 pts
In a newspaper article about a professional basketball team, it refers to the players as “girls.” This would be an example of
the way that women talk differently from men.
male as normative.
infantilizing women.
none of the above.
Question 4
2 / 2 pts
In Hyde’s research on children’s responses to the gender-neutral occupation “wudgemaker,” the results indicated that
males preferred to be a wudgemaker when they grew up, but females preferred not to be.
women were rated as significantly more competent at being wudgemakers when the wudgemaker was referred to as “she,” compared with referring to the wudgemaker as “he.”
girls said they would like to be wudgemakers but felt incompetent to do so.
children assumed wudgemakers were male.
Question 5
2 / 2 pts
What can you infer about Dovidio’s research on visual dominance in which students were assigned to a mixed-gender dyad in which one person had the power or not?
When women are put in a powerful role in a mixed-gender dyad, men continue to show typical male patterns of visual dominance.
When women are put in a powerful role in a mixed-gender dyad, they tend to avert their eyes while speaking.
Dominant primates from many species, including humans, “stare down” subordinates.
When women are put in a powerful role in a mixed-gender dyad, they show the pattern of visual dominance usually characteristic of men.
Question 6
2 / 2 pts
Display rules are
a culture’s rules for what emotions can be expressed.
rules dictating that women should express fake emotions such as happiness when competing in a beauty pageant.
evolutionarily selected behaviors in which men display wealth and athleticism when courting a woman.
rules about how much of their body women can display in different cultures.
Question 7
2 / 2 pts
When undergraduates viewed film clips designed to stimulate either happiness, sadness, fear, or disgust, ______.
men were more facially expressive than women
women showed more skin conductance reactivity than men
men showed more skin conductance reactivity to the fear films than women did
men and women were equal in their facial expressions
Question 8
2 / 2 pts
Which of these is/are part of the socialization of gendered emotions in children?
Mothers are more emotionally expressive than fathers.
Compared with fathers, mothers talk more about emotions with their children.
Fathers are more likely to serve as role of playmate and mothers as emotional gatekeepers.
all of the above are true.
Question 9
2 / 2 pts
In one experiment, adults were shown a videotape of a baby’s emotional responses to a jack-in-the-box. They were told the baby was a girl or a boy which either matched or did not match their actual gender. In this study
the girl’s emotions were called anger and the boys’s emotion were called fear.
the boy’s emotions were called anger and the girl’s were called fear.
there was a confound because the boy baby showed a higher activity level than the girl baby did.
both the boy and girl were seen as showing fear.
Question 10
2 / 2 pts
Research on peers’ socialization of gendered emotions indicates that
peers are more tolerant of gender-role violations than parents are.
girls punish gender-role violations more than boys do.
children who express stereotype-violating emotions are less popular with their peers.
both a and b are correct.
Question 11
2 / 2 pts
According to a meta-analysis of studies of gender differences in infancy into early childhood___.
boys display more perceptual sensitivity
girls display more personality
girls score higher in inhibitory control
boys score higher in focusing attention
Question 12
2 / 2 pts
In one study, mothers of 11-month-old babies were asked to estimate how steep a slope their infant could successfully crawl down. The results indicated that
mothers of boys estimated success at steeper slopes than mothers of girls did.
mothers of girls estimated success at steeper slopes than mothers of boys did.
girls could crawl down steeper slopes than boys, although mother’s estimated they were less likely to do so compared to boys.
parents have similar expectations for their sons and daughters at early ages, but this changes as they get older.
Question 13
2 / 2 pts
Between birth and 3 months of age, infants ______.
develop the ability to distinguish between female and male faces
Parents engage in gender socialization of their children through
channeling
differential treatment
direct instruction
all of the above
Question 15
2 / 2 pts
Increased pressures for gender conformity at the beginning of adolescence are termed
gender intensification.
femininity surge.
gender press.
femininity-achievement incompatibility.
Question 16
2 / 2 pts
Mina, a 4-year-old girl, recently decided that she will only wear pink and purple dresses and refuses to wear pants. This is an example of ______.
gender consistency
appearance rigidity
external stability
gender identity
Question 17
2 / 2 pts
The longer life expectancy of women and the tendency of women to marry men older than themselves leads to ______.
women living with their adult children in later life
higher rates of satisfaction among older women
women becoming widowed at higher rates than men
higher rates of remarriage among older women
Question 18
2 / 2 pts
The term “motherhood mandate” refers to the
demand from society that women be mothers.
pressures placed on women to devote all of their time to their children.
power of mothers in the voting booth.
power mothers have when they socialize their children.
Question 19
2 / 2 pts
The “double standard of aging” refers to
a belief that elderly women are asexual.
cultural norms by which men’s status increases with age but women’s decreases.
the fact that more men than women marry after age 60.
the increased emphasis on beauty products for women over 50.
IncorrectQuestion 20
0 / 2 pts
Feng et al. (2007) found that when college students were given 10 hrs. of training on an action video game, both women and men improved their performance on a mental rotation test. This finding indicates that ______.
even after training, men still perform better than women on spatial ability tasks.
spatial abilities are not biologically based but can be learned.
gender differences in spatial abilities are innate and biologically based.
spatial abilities are innate, but practice can build on these skills.
Question 21
2 / 2 pts
A woman gets an A on a statistics exam. She believes it was due to luck. This would be an example of
the motive to avoid success.
an internal attribution.
an external attribution.
low achievement motivation.
Question 22
2 / 2 pts
Cheryan et al. (2013) conducted a study in which undergraduate women who were not computer science majors met a role model who they were told was a computer science major. With a 2 × 2 experimental design, the role model was either a man or a woman and was either stereotypical for computer science or not stereotypical. The results indicated that ______.
gender of the role model mattered the most in influencing women’s interest in computer science.
the stereotypicality of the role model had no effect.
exposure to the stereotypical role model reduced women’s interest in computer science.
the effects of the study lasted for 1 week but not for 2 weeks.
Question 23
2 / 2 pts
When we look at the research on implicit stereotypes about gender and STEM with an intersectional lens, we have found that ______.
African American women are even more impacted than White women.
women across all ethnicities are impacted similarly.
some of our thinking about gender and STEM could be limited to Whites.
African American women and Asian women are affected similarily by gender stereotypes in STEM.
Question 24
2 / 2 pts
A group of female students are told to select their most important values from a list and write an essay about why those values are important to them. This is an example of a ______.
defining values activity
values affirmation intervention
examining values activity
self-expressive values intervention
Question 25
2 / 2 pts
Marika is a high school junior who is contemplating taking an optional course in physics. The expectancy-value theory says that she will sign up for physics only if she ______.
believes the course has little utility value, but has high interest-enjoyment value
has high interest-enjoyment value for this subject, even if she is unsure of her expectations of success
has positive expectations for success and positive values related to the course
sees that friend is also taking this course
Question 26
4 / 10 pts
According to Cheryan et al. (2015) what factors explain underrepresentation of girls and women in STEM fields? What do they suggest could increase girls’ and women’s interest in these fields? Is there evidence for ethnic variation in gender-STEM stereotypes and STEM participation (i.e., O’Brien, Blodorn, Adams, & Garcia, 2015)? If so, why might this occur? Explain and give specific examples using findings from this research.
Your Answer:
The factor which explains the underrepresentation of the female gender STEM fields is cultural stereotypes. Females face negative stereotypes about their capability of pursuing computer science courses. Society portrays the cause as masculine making the female gender feel isolated from the course (Cheryan et al., 2015) The STEM field requires extensive diversification, which will increase the females’ attraction in the related fields. According to O’Brien, Blodorn, Adams, and Garcia (2015), evidence exists showing ethnic variations in gender stereotypes and participation in STEM. For instance, European American women and African American women believe STEM to be masculine related, although the latter aligns with the field more than the former. Researchers suggest that in order to help deal with underrepresentation, we need to help bring out a diverse representation of the people within this specific field, people that can be role models for young girls that they can look up to.
In the case of men, European American men opted for STEM practice more than African American men (O’Brien et al., 2015). European culture illuminates the department as agent and independent (masculine traits) more than the African culture. In summation, it is clear that diversified cultures influence STEM participation and STEM-gender stereotypes.
According to researchers such as O’Brien et al. (2015), evidence of ethnic variation has surfaced in gender-STEM stereotypes . However, the variation is of course more significant amongst female participants.
For the first one you start out by talking about cultural stereotypes but what are the factors here? For example, cultural stereotypes are transmitted through media, environments, and narrow representations of people in the field. Then give research examples that back this up. You are a bit too broad here. For the second article, this was not true for men–it was the opposite (study 1) or no difference (study 5). Also you needed to be a bit more specific about findings for women here too.
Question 27
3 / 10 pts
Olson, Key, and Eaton (2015) examine gender cognition in transgender children. What did they find in terms of both explicit and implicit measures of gender cognition for transgender children in comparison to cisgender children? What does this suggest? Additionally Olson (2016) discusses flaws in previous clinical work on transgender children, what are they, what are the implications of these flaws, and what does she suggest instead?
Your Answer:
The researcher provides information on cisgender and transgender children who do not understand gender identity. In terms of both explicit and implicit measures, it shows transgender children aligned themselves toward their designated gender identity as compared to the cisgender group. The research suggests that transgender children show gender acceptance and not delay or confusion (Olson et al., 2015). Olson (2016) shows how clinical works offer flawed information concerning transgender children- poor understanding of the relationship of gender dysphoric identity with adulthood and desistance of transgender identity during development. The flaws create mental disturbance upon the children and hence poor acceptance of transgender identity as they become adults. Instead, clinic officers need to support and help the children realize their gender identity and its importance (Olson, 2016).
I am not sure what you mean by not understanding gender identity here–in fact this shows they do understand it. This was not really what they did or found in the first article either. In the second article, what were the flaws? This was unclear.
Question 28
5 / 10 pts
According to Brescoll (2016) how do gender stereotypes of emotion lead to biased evaluation of female leaders? Give at least three examples of research findings reviewed in this article that supports this notion.
Your Answer:
Society views women as more emotional than men, which leads to gender stereotypes of emotions that may cause bias of leadership roles. However, individuals need to base their judgment on facts and not societal prejudice. Although a female leader may be objective in her duties (just the same as male), statistics still show individuals referring to them as emotional and unstable. According to the meta-analysis, both genders experience the same amount and type of emotions (Brescoll, 2016). Though the data is similar, women are viewed as emotional since they display emotions more than the opposite gender. Secondly, women tend to allow emotions to affect their managerial decisions and judgment. The perception that women are sensitive may affect the performance of a company (Brescoll, 2016). Lastly, gender stereotypes view the female as soft and considerate when making difficult decisions as compared to male counterparts. The paper shows that people judge women based on internal determinants hence leading to biased evaluation. The decision must be made after deliberate facts on both external and internal components.
what data shows women allow emotions to affect decisions though? Actually the data show the opposite–emotions help with decision making! Also gender stereotypes don’t really view anything–gender stereotypes influence perceptions of people though. When you are presenting research you want to be more specific about what was done and found in the studies you talk about.
Question 29
3 / 10 pts
According to Bruckmüller et al. (2012) what is linguistic normativity? What are the consequences of linguistic normativity for perceptions of 1) power and 2) gender stereotypes? Give examples from research to illustrate your points.
Your Answer:
Linguistic normativity refers to societies differentiating between groups as norms or “the effect to be explained” and, therefore, the definition of power and status (Bruckmüller et al., 2012). The implicit norm category tends to command power than the latter group. The society regards men as the linguistic norm and women as the effect to be explained hence creating gender stereotypes (Bruckmüller et al., 2012). Leadership condition research showed that men assert power over women (Bruckmüller et al., 2012). The leisure context presents men and women as equals in terms of status and power. In summation, l
Tentative language refers to a language that an individual uses to provide a statement that is open to interpretation, since the claim is not proven, factual claim, or definite. According to Leaper and Robnett (2011), Lakoff based the language in forms of hedges, intensifiers, uncertain expressions, and tag questions. Most psychologists deem Lackoff’s as being biased since tentative language depends more on power and status rather than gender. The meta-analysis proves that women are more probable to express tentative language than men. The language offers a different viewpoint according to the gender of the listener- women see it as sensitivity, whereas men view it as unassertiveness. The data collected by Mehl et al. (2007) prove that there are no facts that women talk more than women. Both pieces conclude that language between individuals depends on the gender of the listener and that women do not talk as much as men.
inguistic normativity leads to problems such as gender stereotypes and the acceptance of status differences.
For study 1 this is not really what they did (manipulated) or found. See paper again. What about gender stereotyping? Make sure you are summarizing what was done and found to answer these questions.
Question 30
6 / 10 pts
Leaper and Robnett (2011) pose the following question: “Women are more likely than men to use tentative language, aren’t they?” What is tentative language and are women more likely than men to use it? How does this research extend and revise Lakoff (1973)? Similarly, Mehl et al. (2007) ask the question: “Are women really more talkative than men?” What do they find? Finally, what do these two pieces of research tell us about the relationship between language and gender?
Your Answer:
Tentative language refers to a language that an individual uses to provide a statement that is open to interpretation, since the claim is not proven, a factual claim, or definite. According to Leaper and Robnett (2011), Lakoff based the language in forms of hedges, intensifiers, uncertain expressions, and tag questions. Most psychologists deem Lackoff’s as being biased since tentative language depends more on power and status rather than gender. The meta-analysis proves that women are more probable to express tentative language than men. The language offers a different viewpoint according to the gender of the listener- women see it as sensitivity, whereas men view it as unassertiveness. The data collected by Mehl et al. (2007) prove that there are no facts that women talk more than women. Both pieces conclude that language between individuals depends on the gender of the listener and that women do not talk as much as men.
The data show that there was a SMALL difference favoring females but that it changes based on context (not what Lakoff suggested). The main point is missing here. Also remember that we never prove anything.
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