Our Gendered Identities Complete Test Bank Chapter 3

1. Which term is used by the text to describe societal attitudes and behaviors expected of and associated with the two sexes?
   1. biological sex b. gender role

c. sexism d. gender identity

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: fact

1. refers to male or female anatomy and physiology.
   1. Gender b. Gender role

c. Gender identity d. Sex

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: concept

1. Michael is a stay-at-home father and feels pressure from society to watch football on TV, enjoy action movies, play basketball on the weekends, and bring home a bigger paycheck than his corporate executive wife. What is this societal pressure called?
   1. gender roles b. gender identity

c. innate biology d. genderism

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: application

1. Dorothy perceives herself as being ultra­feminine, based on society’s definitions of appropriate gender roles.

Dorothy’s perceptions are linked to her

• 1. sexuality. b. gender identity.

c. sexual status. d. agentic character traits.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: application

1. The text provides an example of when they discuss the San Francisco Giant's pitcher wearing nail polish during a game in 2012.
   1. homosexuality b. gender bending

c. gender role privilege d. intersexuality

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Men are expected to have character traits like strength, self-confidence, assertiveness, and ambition.
   1. expressive b. modern

c. agentic d. progressive

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: application

1. Confidence, assertiveness, and ambition can be classified as character traits.
   1. instrumental b. expressive

c. communal d. sensitive

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. A relative absence of assertiveness and ambition characterizes our expectations of women, who are thought to embody character traits.
   1. aggressive b. agentic

c. instrumental d. expressive

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Warmth, sensitivity, tenderness, and placing concern about others’ welfare above self­interest can be classified as

__________ character traits.

• 1. aggressive b. instrumental

c. expressive d. agentic

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. The text observes that there are three major culturally defined obligations in masculinity. Which of the following is NOT one of those obligations?
   1. portraying emotional openess
   2. group leadership
   3. protecting group territory
   4. providing resources

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. According to the text, a woman lives with a or a divided awareness that caregiving is most important to her, but it is not highly valued in society.
   1. intersexual reality b. demarcated identity

c. modern dilemma d. bifurcated consciousness

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: fact

1. Transgender and individuals challenge the existing classifications of gender.
   1. intersex b. unisexed

c. bigendered d. femasculine

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: fact

1. Which is the correct term for a person who has been raised as one sex, while emotionally identifying with the other?
   1. intersexual b. bisexual

c. homosexual d. transsexual

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: fact

1. Some bureaucratic forms now include a check box for “ ” as well as those for “male” and “female,” suggesting the beginning of societal accommodation to a more complex sex/gender system.
   1. intersexual b. transgender

c. homosexual d. transvestite

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. The within group variations among men or women are usually the between group variations of men and women.
   1. less than b. equal to

c. greater than d. not comparable to

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: application

1. Possible cultural scripts for men discussed in the chapter include all but which of the following?
   1. the “liberated” male or “new man;” emotionally sensitive and expressive
   2. hypermasculine aggressiveness to “prove” their worth to other men
   3. a renewed sense of family responsibility; “fatherhood” as a valued role
   4. “can do men” who tackle fear head on, yet publically shed tears for traumatic events

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Images of men as instrumental and women as expressive are based on
   1. Freud's theories of masculinities. b. research on the U.S. population.

c. pre-war accounts of expectations. d. white, middle-class, heterosexuals.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Suppose a researcher is observing the differences between men and women. This illustrates variation.
   1. within-group b. negligible

c. between-group d. agentic

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: application

1. “Chromosomes, hormones, the internal sex structures, the gonads and the external genitalia all vary more than most people realize.” This statement complements a discussion of which of the following?
   1. transsexuality b. intersexuality

c. transgenderism d. homosexuality

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

KEYWORDS: concept

1. Before 1980, the cultural expectations for men include all but which of the following?
   1. occupational and financial success b. confidence and self-reliance

c. nurturing and tenderness d. aggressiveness and competitiveness

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. An alternate for men emphasizes adventure, sometimes coupled with violence and/or the need to outwit, humiliate, and defeat other men in barroom brawls, contact sports, and war.
   1. cultural message b. expressiveness role

c. feminine script d. occupation

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: application

1. The message is the image of a woman who attained career success and supports her family.
   1. professional b. superwoman

c. ideal d. traditional

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. A feminine expectation that has emerged over the past twenty years is that of the “ woman:”

independent, ambitious, and self-confident.

• 1. bureaucratic b. ideal

c. professional d. powerful but lonely

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. According to the text, more and more women are entering nontraditional occupations such as
   1. the military. b. teaching.

c. homemaking. d. nursing.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. Traditionally, the ideal woman has several stereotypical traits. Which of the following is NOT one of these?
   1. physically attractive b. not too competitive

c. a good listener d. career ambition

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. The importance of the male provider role is a powerful theme in .
   1. African American communities b. Latino homes

c. all race/ethnic groups d. white cultural expectations

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. Research finds that black couples prefer more role and power sharing than whites.
   1. flexibility b. independence

c. determinism d. rigidity

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. Among immigrants, males may lose some masculine because of the changing gender roles upon entering the U.S.
   1. consistency
   2. privilege
   3. participation
   4. bifurcation

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. Latino men are stereotyped as extremely patriarchal, following a cultural ideal of
   1. agenticism. b. machismo.

c. internalization. d. instrumentality.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. The increasing independence of Asian women in the U.S. has been attributed to .
   1. civil rights b. egalitarian attitudes

c. autocracy d. discrimination

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: fact

1. Native American women's political power with European invasion.
   1. increased b. did not change

c. declined d. diversified

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. In biology-based arguments of gender, a predisposition .
   1. can be influenced by the social structure
   2. predicts gendered behavior
   3. is always deterministic
   4. creates a temperament of gender

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

KEYWORDS: concept

1. Genetic heritage is expressed through processes.
   1. psychological b. hormonal

c. sociological d. patriarchal

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: fact

1. Biological theories of gender difference were initially offered by
   1. zoologists. b. botanists.

c. ethologists. d. sexists.

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: concept

1. Evolutionary perspectives stress that stratification and the division of labor in society shape gender roles. In this view, it is that produce the gendered behavior we see.
   1. androgynous roles b. adaptive strategies and skills

c. patriarchy d. zoology

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: concept

1. On the societal level, is the assignment to men of greater control and influence over society’s

institutions.

• 1. androgyny b. male dominance

c. agentism d. egalitarianism

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Statistics on women in politics highlight that women - who make up over 50 percent of the U.S. population - are

in high government positions.

• 1. extremely overpaid b. slightly underrepresented

c. significantly underrepresented d. equal in number to men

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Today, women compose percent of Congress. a. 32 b. 50

c. 7 d. 17

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Actual practice among conservative Christian couples appears .
   1. to maintain traditional unequal roles
   2. to look like the rest of the population
   3. more egalitarian than formal doctrine would suggest
   4. strictly conservative across the U.S.

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. According to the text, employed women earned percent of what employed men did. a. 63 b. 82

c. 94 d. 99

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Women men in the proportion of the population who are college graduates.
   1. trail b. are equal

c. surpass d. lag behind

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Women outnumber men in college today, but there is still .
   1. more men in non-traditional fields
   2. gender differentiation in choice of majors
   3. bifurcated exploration of majors
   4. institutional discrimination against women

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Cross-culturally and historically, it appears that societies have been characterized by some degree of male dominance.
   1. virtually all b. most

c. some d. only a few

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. After various factors associated with earnings are taken into account, research finds a varying, but perhaps as much as a differential in earnings that is usually attributed to discrimination.
   1. 7 percent b. 13 percent

c. 31 percent d. 22 percent

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. in language and media convey gendered expectations.
   1. Egalitarian norms b. Cultural images

c. Technology role playing d. Reporting

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. The process by which society influences members to internalize attitudes and expectations is called
   1. socialization. b. psychological acquisition.

c. role playing. d. status conferral.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. The text observes that children imitate models for behavior and are rewarded by parents and others for whatever is perceived as sex-appropriate behavior. This reflects which theory of socialization?
   1. social learning b. self-identification

c. gender schema d. symbolic interactionism

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Some psychologists think that what comes first is not rules about what boys and girls should do, but rather the

child’s awareness of being a boy or a girl. This thinking reflects which theory of socialization?

• 1. symbolic interactionism b. gender schema

c. self-identification d. social learning

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Overall, gender schema theorists see gender schema as traditional stereotypes.
   1. contradicting b. actively opposing

c. mediating d. maintaining

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. According to the perspective, children develop self-concepts based on feedback from those around them.
   1. gender schema b. self-identification

c. interaction-constructionist d. biosocial

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. While family members increasingly encourage girls to develop instrumental skills,
   1. boys are increasingly encouraged to be expressive.
   2. they still expect higher levels of tenderness.
   3. they are directed to expressive occupational fields.
   4. boys are still discouraged from cultivating tenderness.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. From the 1970s on, parents have reported treating their sons and daughters
   1. similarly.
   2. somewhat differently.
   3. very differently.
   4. just as parents treated their children during the 1950s.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Parents, teachers, and pediatricians wrestle with issues of and how much a child should be able to define themselves if it is like the "other" gender.
   1. gender conflict b. gender bending

c. gender socialization d. gender variance

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. A practice among schoolmates involves where many cross-sexual interaction rituals are based on and reaffirm boundaries and differences between girls and boys.
   1. gender schemes b. cultures of childhood

c. borderwork d. gender pathways

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. The text points out that some music videos broadcast shockingly violent misogynist messages, meaning that these presentations communicate which sentiment toward women?
   1. fatalism b. cynicism

c. hatred d. pessimism

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Journalist Peggy Orenstein observed students in two California middle schools and found that
   1. girls were subtly encouraged to be boisterous and even aggressive.
   2. boys were rewarded for quiet, nonassertive behaviors.
   3. Latinas, along with Asian American girls, had little difficulty being heard or even noticed.
   4. the participation and even antics of white boys in the classroom were considered inevitable and rewarded.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: application

1. Some analysts concerned about boys behavior in school note that
   1. when prompted they act as girls do and are accepted in the school.
   2. there is a mismatch between their high levels of physical activity and school expectations.
   3. they face greater discrimination for their behavior.
   4. students of both sexes learn better with increased discipline.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. The text points out that school-age boys have a greater incidence of all but which of the following problems?
   1. emotional disorders b. learning and attention-deficit disorders

c. teen deaths d. stress-related illnesses

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. The text lists three proposals to help boys to adjust better to our educational system. Which of the following is NOT one of these?
   1. having less recesses
   2. accepting a certain level of boys’ rowdy play as not deviant
   3. implementing more active learning-by-doing
   4. encouraging activities shared by boys and girls and boy-girl dialogues about gender

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: application

1. The of men's and women's roles reflects a dramatic change since the gender roles of 1950s and before.
   1. convergence b. equalization

c. differentiation d. institutionalization

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. Consider the statement: “Due to social pressures, firms frequently have to hire underqualified women.” This

illustrates sexism.

• 1. traditional b. old-fashioned

c. androgynous d. contemporary

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: application

1. Chicano/Chicana (Mexican American) activism gave a central place as a distinctive cultural value.
   1. machismo b. la familia

c. individualism d. homogeneity

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: fact

1. African American and Latino women consider racial/ethnic as well as gender discrimination in setting their priorities. In fact, their feminist views are characterized by , or structural connections among race, class, and gender.
   1. mixed thinking b. ethnocentrism

c. intersectionality d. patchworking

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. The National Organization of Women (NOW) was founded in 1966, and a similar Latina organization was established in 1974. What is the name of this grassroots community?
   1. MANA (Mexican American Women’s National Association)
   2. LOW (Latina Organization of Women)
   3. NOWS (National Organization of Women of Spanish descent)
   4. US (United Spaniards)

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: fact

1. Contemporary sexism denies that gender discrimination persists and includes the belief that women
   1. suffer from sexual harassment in the workplace.
   2. are asking for too much.
   3. earn less than men.
   4. have less upward mobility in the workplace.

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.05 - Describe how historical periods influenced gender roles.

KEYWORDS: concept

1. In Kimmel’s typology of camps within the men’s movement, which group works to counter feminist interests by

attending to men's rights?

• 1. profeminists b. masculinists

c. feminists d. antifeminists

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. Gender difference in longevity has been attributed to greater risk factors for boys and men. Which of the following is NOT one of these risk factors listed in the text?
   1. smoking and drinking
   2. cancer
   3. accidents, murder and suicide
   4. increased vulnerability to infection and stress

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. In Kimmel’s typology of camps within the men’s movement, which group supports feminists in their opposition to

patriarchy?

• 1. antifeminists b. profeminists

c. masculinists d. feminists

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. In Kimmel’s typology of camps within the men’s movement, which group emerged in the 1990s and tends not to

focus on patriarchy as problematic?

• 1. masculinists b. feminists

c. antifeminists d. profeminists

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. Traditional gender roles cause both men and women
   1. to discover opportunities not otherwise explored.
   2. to share equally in household labor.
   3. to be dependent on their spouses.
   4. to suffer in some way.

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. Gender refers only to male or female anatomy and physiology.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: fact

1. Researchers in the 1970s tended to see men and women as homogeneous categories.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: concept

1. The term transgendered implies that the affected individual is either homosexual or bisexual.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

KEYWORDS: concept

1. Somewhere between 1 percent and 4 percent of live births are intersexual.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: fact

1. There are a variety of ways of being a woman, according to cultural messages.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Stereotypically masculine people are often thought to have communal character traits.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Research indicates that racial/ethnic differences in role expectations and behaviors, particularly for males, are actually not as strong as either stereotypes or sociohistorical perspectives have suggested.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Black men and women generally reject egalitarian relationships.
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Differences among women or among men (within-group variation) are usually greater than the differences between men and women (between-group variation).
   1. True
   2. False

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

KEYWORDS: concept

1. Males in foraging societies are more dominant than males in agricultural or industrial societies.
   1. True
   2. False

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: concept

1. Many contemporary biologists have relinquished biologically deterministic models in their thinking about gender and family.
   1. True
   2. False

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: concept

1. The text concludes that only society, and not biology, creates gender-linked characteristics and roles.
   1. True
   2. False

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

KEYWORDS: concept

1. Most U.S. congregations have more males in attendance than women.
   1. True
   2. False

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Women now surpass men in the proportion of the total population that are college graduates.
   1. True
   2. False

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. Men continue to dominate corporate America.
   1. True
   2. False

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Institutions in virtually every society have been characterized by patriarch and male dominance.
   1. True
   2. False

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Gender socialization does not begin until late toddlerhood.
   1. True
   2. False

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Research strongly supports gender theories of socialization.
   1. True
   2. False

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Boys and girls tend to play separately and differently.
   1. True
   2. False

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: concept

1. Exploratory behavior is more encouraged in boys than girls.
   1. True
   2. False

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

KEYWORDS: fact

1. African American women are less critical of gender inequality than white women.
   1. True
   2. False

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: fact

1. Men's movements are virtually non-existent in the U.S.
   1. True
   2. False

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: fact

1. Modern men may be torn between egalitarian principles and the advantages of male privilege.
   1. True
   2. False

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

KEYWORDS: concept

1. describes societal attitudes and behaviors expected of and associated with the two sexes.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

1. refers to the degree to which an individual sees herself or himself as feminine or masculine, based on

society’s definitions of appropriate gender roles.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

1. character traits are also called instrumental character traits.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

1. character traits are also called expressive character traits

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

1. Genetic heritage is expressed through processes.

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

1. are chemical substances secreted into the bloodstream by the endocrine glands.

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

1. The process by which society influences members to internalize attitudes and expectations is called .

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. Children determined to dress and behave more like the "other" gender are displaying .

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. The observation that, on school playgrounds, “boys chase the girls” is an illustration of .

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. Have transgendered individuals been politically visible in your campus or community? What are your own thoughts as to whether gender is a dichotomy or a continuum along which individuals may vary?

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.01 - Distinguish between the concepts sex and gender.

1. List three characteristics generally associated with males and three characteristics generally associated with females.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

1. Briefly explain how traditional gender roles have been stressful for men and women.

REFERENCES: Gendered Identities

LEARNING OBJECTIVES: MFaR.LAMA.15.03.02 ­ Contrast the ideas of gender as a “natural,” individual

characteristic versus gender as negotiated, enacted, or displayed.

1. Briefly discuss the influence of biology on gender-linked behavior.

REFERENCES: How Did Gender Roles Emerge?

LEARNING OBJECTIVES: MFaR.LAMA.15.03.03 - Explain the biosocial perspective regarding cultural gender expectations.

1. Discuss how social structures (e.g., religion, education, economics, politics) are gendered.

REFERENCES: Gender Structures

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. Describe evidence found to date to support a biological or genetics-based argument and a socialization-based argument for gender-related differences in children.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.04 - Distinguish between biology-based and society-based arguments concerning how gender roles originated.

1. Compare and contrast social learning theory, self-identification theory, and gender-schema theory of gender as explanations for how cultural ideas about gender get incorporated into adult personality and behavior.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. Beginning in infancy and throughout childhood, identify several ways parents and teachers socialize their male and female children differently.

REFERENCES: Gender and Socialization

LEARNING OBJECTIVES: MFaR.LAMA.15.03.06 - Explain ways that gendered attitudes and norms are socialized and internalized.

1. Identify the goals of the modern women’s and men’s movements.

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.07 ­ Discuss the women’s movement and three types of men’s

movements.

1. Compare and contrast the stressors that may affect males and females if they behave in ways that support traditional gender roles to the possible stressors they could suffer if they assume nontraditional roles.

REFERENCES: Gender and Social Change

LEARNING OBJECTIVES: MFaR.LAMA.15.03.08 - Speculate about the future of gendered differentiation.