Chapter 5: Gender

Test Bank

Multiple Choice

1. ______ is considered social, and is adopted by an individual.

A. Stereotypes

B. Gender

C. Sex

D. Typicality

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Gender Stereotypes and Gender Differences

Difficulty Level: Easy

2. ______ are beliefs about activities, skills, and characteristics deemed by culture to be masculine and feminine.

A. Gender stereotypes

B. Gender rigidity

C. Gender stability

D. Gender constancy

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Gender Stereotypes and Gender Differences

Difficulty Level: Easy

3. Which individual is demonstrating a male gender stereotype?

A. Kumar is very emotional in general.

B. Jamal is patient with his mother.

C. Tyler dominants the group discussion.

D. Miguel nurtures his younger siblings.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Comprehension

Answer Location: Gender Stereotypes

Difficulty Level: Medium

4. Carter is expected to marry, have a family, and provide a good life for that family. Society also stresses that he should develop his independence and protect himself and his family. If Carter provides and protects his family along with achieving his independence, he could be said to have fulfilled the ______.

A. gender contentedness

B. gender stability

C. female stereotype

D. male stereotype

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Gender Stereotypes

Difficulty Level: Hard

5. Amanda is top cross-country runner for her high school. She plans to attend college and compete there as well. While she loves running, Amanda also wants to get her degree in graphic design. Even though Amanda is athletic and is committed to finishing her degree, she is still expected to comply with those around her. Amanda is still expected to adhere to ______.

A. gender contentedness

B. gender stereotypes

C. gender atypicality

D. gender stability

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Gender Stereotypes

Difficulty Level: Hard

6. How do boys and girls differ in physical abilities?

A. Boys engage in more physical rough and tumble play than girls.

B. Girls engage in more physical rough and tumble play than boys.

C. After puberty, girls tend to be faster than boys.

D. After puberty, boys tend to be less physically active than girls.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Similarities and Differences in Physical Abilities

Difficulty Level: Medium

7. How do boys and girls differ in cognitive spatial tasks?

A. Boys show a marked advantage in all cognitive spatial tasks.

B. Girls show a marked advantage in all cognitive spatial tasks.

C. Boys show better performance at mental rotation.

D. Girls show better performance at mental rotation.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Similarities and Differences in Cognitive Abilities

Difficulty Level: Medium

8. What inference can be made for the closing gap between girls and boys on the math portion of the standardized SAT exam?

A. The increasing emphasis on encouraging boys to enter careers in the science field is reflected in the math SAT scores.

B. The increasing emphasis on encouraging girls to enter careers in the science field is reflected in the math SAT scores.

C. Evolutionary theory has closed the gap between boys and girls due to cultural emphasis on math and science.

D. The dual systems model has closed the gap between boys and girls due to cultural emphasis on math and science.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Similarities and Differences in Cognitive Abilities

Difficulty Level: Medium

9. Which statement is true of the differences between boys and girls in the expression of emotions?

A. Both boys and girls express shame and guilt equally.

B. There is no difference in the expression of emotions between boys and girls.

C. Boys express more shame and guilt than girls.

D. Girls express more shame and guilt than boys.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Comprehension

Answer Location: Similarities and Differences in Socioemotional Abilities

Difficulty Level: Medium

10. An individual who shows both masculine and feminine traits is considered to be ______.

A. androgynous

B. gender atypical

C. autonomous

D. intergroup

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Easy

11. Compassion would be considered a(n) ______.

A. instrumental trait

B. expressive trait

C. gender contented trait

D. autonomous trait

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Easy

12. Which is used to measure gender role perceptions?

A. gender schema theory

B. mental rotation

C. BSRI

D. SAT

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Easy

13. Miguel has taken the lead in the group project in his physics class at school. He is always willing to put himself out there and take the lead in these kinds of situations. He is very forward about his opinion and how things should be done. Miguel is illustrating ______.

A. androgyny

B. neutral traits

C. expressive traits

D. instrumental traits

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Hard

14. Kumar wants to get ahead in his program in college so he keeps applying for as many internships as he can find. When he gets an interview, Kumar is sensitive to the needs of the interviewer and company. He wants to make sure that he fulfills what they are looking for. He is open and smiles a lot during the interviews. He always makes sure to watch the words that he uses so that he does not come off as boisterous. Kumar is very sincere and emphasizes his conscientiousness and reliability. Kumar illustrates ______.

A. androgyny

B. neutral traits

C. expressive traits

D. instrumental traits

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Hard

15. Tucker is a quiet individual who is studying to become an elementary school teacher. He is always smiling and understanding of others needs. He connects very well with young children. During his student teaching, he was very understanding and compassionate with the first graders he was helping. Tucker illustrates ______.

A. androgyny

B. neutral traits

C. expressive traits

D. instrumental traits

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Hard

16. Keisha loves math and has an analytical mind. She is planning to become an engineer. She has always been reliable and conscientious in her work and with her fellow employees. She is easy to be around with a likeable demeanor. Her fellow students come to her, many times, when they have problems because she is understanding and helpful while also being able to stand on her own two feet. Keisha is illustrating ______.

A. androgyny

B. neutral traits

C. expressive traits

D. instrumental traits

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Application

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Hard

17. What inference can be drawn from the finding that boys do not benefit as much as girls from androgyny?

A. Boys are accepted in gender atypical situations more than girls.

B. Boys are more likely to be punished for gender atypical behavior at a young age.

C. Boys show more expressive traits in their gender role at a young age.

D. Boys are rewarded for gender atypical behavior at a young age.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Medium

18. Which behavior is illustrating a neutral trait?

A. Emma is the team captain of her soccer team.

B. Maria wants to be the CEO of a large company someday.

C. Kayla is able to change her focus depending on what direction her boss wants her to take.

D. Keisha is always hugging her friends and family.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Comprehension

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Medium

19. ______ plays a role in contributing to sex differences and interests.

A. Androgyny

B. Mental rotation

C. Self-esteem

D. Testosterone

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Easy

20. Which neural change peaks at about the same time as puberty and the change in hormones?

A. cerebral volume

B. nucleus accumbens

C. testosterone decrease

D. adrenal hyperplasia

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Easy

21. Which statement is true of boys and their levels of testosterone?

A. Higher levels of testosterone in boys, prenatally and at birth, can account for increased levels of aggression compared with girls.

B. Higher levels of testosterone in boys, prenatally and at birth, can account for increased levels of sadness compared with girls.

C. Lower levels of testosterone in boys, prenatally and at birth, can account for increased levels of depression compared with girls.

D. Lower levels of testosterone in boys, prenatally and at birth, can account for increased levels of happiness compared with girls.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Medium

22. How are testosterone levels coupled with the amygdala and prefrontal cortex related to behavior?

A. This creates a decreased reactivity and increased aggression.

B. This creates an increased reactivity and increased aggression.

C. This creates a decreased reactivity and decreased aggression.

D. This creates an increased reactivity and decreased aggression.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Medium

23. Luis has always been a competitive soccer player. He has been playing ever since he can remember. Now that he is in middle school though, he seems to become angry by minor infractions on the field. He has just started his development in puberty and has grown a lot in the past 6 months. Luis knows that his body has been producing and releasing more testosterone that has ______.

A. increased anxiety

B. decreased anxiety

C. increased reactivity

D. decreased reactivity

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Application

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Hard

24. Which is defined as an awareness of sex?

A. gender typing

B. gender constancy

C. gender stability

D. gender identity

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Easy

25. Kayla, a 4-year-old, will say that dolls are for girls and trucks are for boys. She expresses that girls wear dresses and have long hair. Boys have short hair and only wear pants. This understanding is the beginning of ______.

A. mental rotation

B. intergroup bias

C. gender contentedness

D. gender identity

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Application

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Hard

26. Robert, a 6-year-old, wants to let his hair grow long. He has been learning to skateboard and watches older boys participate in competitions on TV. Robert has understood in the past that boys have short hair and girls have long hair. But he understands now that if he has long hair, he is still a boy. Robert understands ______.

A. gender constancy

B. gender-atypical

C. gender rigidity

D. gender conformity

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Application

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Hard

27. ______ emphasizes information processing and environmental influences in gender development.

A. Gender intensification hypothesis

B. Gender schema theory

C. Social gender transition

D. Adrenal hyperplasia

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Easy

28. Kimmy has organized the play clothes into boys clothes and girls clothes. She did the same for the toys. When her friend Beth was playing tag on the playground, she said that those kinds of games are for boys. Kimmy has put the toys, behaviors, and clothing into ______.

A. expressive traits

B. mental rotation

C. a gender schema

D. gender contentedness

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Application

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Hard

29. How is gender typing related to socialization?

A. The process of interacting and socializing is a how an individual understands constructions of gender.

B. The process of gender typing introduces individuals to interaction and socialization.

C. Socialization and interaction are not part of the process to develop gender typing.

D. Socialization and interaction suppress gender typing and create rigidity.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

30. Which is an example of gender socialization typical for girls?

A. Ali’s mom pushes her to be independent.

B. Olivia tries out for the football team at the suggestion of her father.

C. Emma is aggressive and was overexposed to testosterone prenatally.

D. Kayla is taught to be soft spoken around adults.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

31. Tariq has received baseball, basketball, or football equipment for every birthday and holiday since he can remember. His parents expect him to be assertive and competitive during practices and games. They reward him whenever he does well so that he will continue to practice hard. They do not monitor his practice sessions though. They want to build a sense of independence into him. Tariq’s parents are most likely ______.

A. gender socializing him through reinforcement

B. building his expressive traits

C. helping him reach androgyny

D. creating social anxiety and depression in him

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Application

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Hard

32. A parent who holds traditional gender roles is most likely to socialize their children to adopt ______.

A. nontraditional gender roles

B. traditional gender roles

C. gender intensification

D. androgynous gender understanding

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Easy

33. What is the relationship between the peer group and gender typing?

A. The peer group reinforces gender-typed behavior with expressive traits.

B. The peer group reinforces gender-typed behavior with instrumental traits.

C. The peer group reinforces gender-typed behavior with imitation.

D. The peer group reinforces androgynous gender-typed behavior.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

34. What is the relationship between media interests and gender?

A. Media interests and gender have no relationship.

B. Gender interests do not factor into media interests.

C. Media does not influence gender interests.

D. Media and gender interests influence one another.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

35. A scientist focused on varying types of acceptable behavior for men and women is most likely interested in the larger ______.

A. societal influence

B. intergroup bias

C. autonomous bias

D. hormonal influence

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

36. ______ is the process of acquiring gendered behaviors which begins in infancy.

A. Gender constancy

B. Gender typing

C. Gender schema

D. Gender stability

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Typing and Gender Identity

Difficulty Level: Easy

37. Which infant is demonstrating gender typing with regard to their interest?

A. Gabe will only play with his doll.

B. Rosa looks longer at her tractor than her stuffed bear.

C. Tucker likes to look and play with the toy car.

D. Samantha likes to look at her trains.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Medium

38. Tanner does not want to wear his robe anymore. He says it looks like a dress, and dresses are for girls. He will only wear his pajamas that are green and have trucks on them. Tanner is expressing ______.

A. gender contentedness

B. gender affirmation

C. gender constancy

D. gender rigidity

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Hard

39. Jada tells the boys at school that they cannot play dress up. She says that playing dress up and make believe is for girls. Freddy still wants to pretend to be a cowboy, but Jada tells him to go play capture the flag with the other boys. Jada’s understanding of gender typing is ______.

A. rigid

B. aggressive

C. content

D. compliant

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Hard

40. Now that Louise is in third grade, she does not believe she is as smart as the boys in her class. In fact, she does not think that any of the girls are as smart as the boys in her class. She also believes that math is a subject that only boys can understand and be good at. Louise has been influenced by ______.

A. natal sex

B. gender stereotypes

C. mental rotation

D. social anxiety

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Hard

41. How are cognitive advances in middle childhood related to gender stereotypes?

A. Children in middle childhood are more rigid with gender stereotypes due to cognitive advances.

B. Middle childhood’s cognitive advances allow children to be defined by gender.

C. Children in middle childhood are less rigid with gender stereotypes due to cognitive advances.

D. Middle childhood’s cognitive advances aid to process information with a trend toward inflexibility.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Medium

42. Which is an example of gender contentedness?

A. Katie is generally happy that she is part of the female gender.

B. Taylor feels she has to like dressing up for dances.

C. Ali feels that she is just like all the other girls.

D. Kathryn thinks that girls are far better at poetry than boys.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Gender Identity in Adolescence

Difficulty Level: Medium

43. Which person is feeling pressure to gender conform?

A. Katie is generally happy that she is part of the female gender.

B. Taylor feels she has to like dressing up for dances.

C. Ali feels that she is just like all the other girls.

D. Kathryn thinks that girls are far better at poetry than boys.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Gender Identity in Adolescence

Difficulty Level: Medium

44. Diego likes sports and playing video games. He and his friends sometimes spend all night playing these games online with each other. Sharing these times with his friends makes him feel like he is just like all the other boys at school. Diego is illustrating ______.

A. gender contentedness

B. gender typicality

C. intergroup bias

D. felt pressure for gender conformity

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Gender Identity in Adolescence

Difficulty Level: Hard

45. The degree to which one is happy with their gender is referred to as ______.

A. gender constancy

B. gender conformity

C. gender typicality

D. gender contentedness

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Identity in Adolescence

Difficulty Level: Easy

46. How is gender typicality related to peer victimization?

A. Those with high gender typicality have increased peer victimization.

B. Those with low gender typicality have increased peer victimization.

C. Individuals who are content with their gender have increased peer victimization.

D. Individuals who are questioning their gender have decreased peer victimization.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Gender Identity in Adolescence

Difficulty Level: Medium

47. ______ is the belief that one’s gender is superior to the other gender.

A. Intergroup bias

B. Mental rotation

C. Gender schema

D. Gender intensification

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Identity in Adolescence

Difficulty Level: Easy

48. In early adolescence, individuals feel a greater pressure to adhere to gender stereotypes known as ______.

A. social gender transition

B. gender schema theory

C. gender intensification hypothesis

D. dual systems model

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Intensification in Adolescence

Difficulty Level: Easy

49. An adolescent is most likely to receive social rewards for ______.

A. social gender transition

B. gender intensification

C. gender-atypicality

D. gender consistent behavior

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Intensification in Adolescence

Difficulty Level: Easy

50. How is androgyny related to well-being in adolescents?

A. A flexible gender role allows an adolescent to be comfortable with instrumental and expressive traits.

B. Androgyny allows an adolescent to be comfortable with instrumental traits.

C. Expressive traits are valued by an androgynous adolescent over instrumental traits.

D. Well-being in adolescents is determined by expressive traits not instrumental traits.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Medium

51. How is a traditional masculine ideology related to mental health?

A. A traditional masculine ideology promotes well-being in boys and girls.

B. A traditional masculine ideology is associated with depressive symptoms in boys and girls.

C. A traditional masculine ideology is exclusive to boys leading to gender confusion for girls.

D. A traditional masculine ideology attacks independence in girls promoting superiority for boys.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Medium

52. Austin is a Black adolescent male. He has learned to be tough and very aggressive in order to deal with the discrimination that he has witnessed. There are many times that he gets very angry about the prejudice and discrimination he sees happening to the people of his community. He uses his strength to propel himself to go to college and have a better standard of living. Austin has most likely adopted a(n) ______.

A. vulnerable gender trait

B. androgynous role

C. hypermasculine role

D. gender atypical role

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Hard

53. Gabrielle gets very confused sometimes on how she is supposed to act. She knows that as a girl, her physical attractiveness and compassion are supposed to be expressed. But Gabrielle has also been told by her parents and teachers that she needs to be independent, self-sufficient, and tough which are typical of male socialization. This may pose a challenge to Gabrielle’s ______.

A. mental rotation

B. intergroup bias

C. constancy

D. adjustment

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Application

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Hard

54. An individual whose natal sex does not match their gender identity is most likely ______.

A. transgender

B. cisgender

C. androgynous

D. suppressed

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Transgender Identity

Difficulty Level: Easy

55. A scientist focused on individuals whose identity matches that of their natal sex is interested in ______.

A. transgender

B. cisgender

C. androgyny

D. conformity

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Transgender Identity

Difficulty Level: Medium

56. Transgender children show preferences for toys and clothing similar to their ______.

A. instrumental traits

B. natal sex

C. expressed gender

D. expressive traits

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Gender Nonconforming and Transgender Children

Difficulty Level: Easy

57. Holly, a 4-year-old girl, insists that she is male. She likes to wear T-shirts and pants and is very physically active. She would rather wrestle around in the dirt than play with dolls. She naturally gravitates toward the boys in her preschool class. She shows no interest in anything that the girls are participating in. Holly’s interests and activities align with her ______.

A. natal sex

B. sexual orientation

C. expressed traits

D. expressed gender

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Nonconforming and Transgender Children

Difficulty Level: Hard

58. What is the relationship between a gender nonconforming child and a transgender child?

A. They are both questioning their gender identity.

B. A gender nonconforming child will become a transgender child.

C. A transgender child was not a gender nonconforming child.

D. Gender nonconforming and transgender children express androgyny.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Analysis

Answer Location: Gender Nonconforming and Transgender Children

Difficulty Level: Medium

59. Transgender adolescents are more likely to experience ______.

A. lower rates of mental health problems

B. higher rates of mental health problems

C. contentedness with their natal sex

D. instrumental traits

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Transgender Adolescents

Difficulty Level: Easy

60. ______ is a reversible way to allow a child or adolescent to change one’s everyday experience to match a gender identity.

A. Gender intensification

B. Mental rotation

C. Social gender transition

D. Biological gender transition

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Gender Affirming Support

Difficulty Level: Easy

61. Tanner, a 15-year-old boy, has come out to his parents that he doesn’t feel his gender is male. He has always felt as though he were female in gender. He has asked that they call him T. J., while he is considering his gender and refer to him with female pronouns. T. J.’s parents tell her that they understand and will do their best to support her. T. J.’s parents are illustrating ______.

A. gender intensification

B. gender constancy

C. biological gender transition

D. social gender transition

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Support

Difficulty Level: Hard

62. Which is an example of social gender transition?

A. Katie wants to be referred to with male pronouns.

B. Olivia asks to take male hormones.

C. Joey wants to conform to his male gender role.

D. Miguel asks to take puberty suppressors.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Gender Affirming Support

Difficulty Level: Medium

63. Logan and his parents have had many discussions about his gender identity. They have supported him with social gender transitioning, beginning to use female pronouns and changing her given name to Lana. Because of these small changes, Lana’s outcome is associated with ______.

A. depression

B. positive mental health

C. anxiety

D. compliance

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Support

Difficulty Level: Hard

64. How is social gender transitioning related to mental health?

A. Social gender transitioning is associated with increased instances of self-harm.

B. Social gender transitioning is associated with positive autonomy.

C. Social gender transitioning is associated with positive mental health.

D. Social gender transitioning is associated with mental health issues.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Analysis

Answer Location: Gender Affirming Support

Difficulty Level: Medium

65. What inference can be made when transgender adolescents are supported by peers?

A. Peer support has no relationship with the experience of transgender adolescents.

B. Peer support of transgender adolescents is associated with higher rates of anxiety.

C. Peer support is associated with increased rates of victimization for transgender adolescents.

D. Peer support is associated with a positive sense of self for transgender adolescents.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Analysis

Answer Location: Gender Affirming Support

Difficulty Level: Medium

66. Mrs. Taylor has started a new group at school. She feels that if she starts a gay straight alliance there will be less victimization of those students who may be gender nonconforming and/or transgender. She wants to make sure that there is a safe place on campus for students who may be questioning who they are. Due to the information provided in this new group, bullying and peer victimization will most likely ______.

A. decrease

B. increase

C. remain the same

D. divide the students

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Support

Difficulty Level: Hard

67. Judy, a 10-year-old girl, is unsure of what gender she truly is. Her parents have been supportive of her. They have asked if she would like to transition socially. She is not sure if that is what she wants. The family has consulted their family doctor and a psychologist. Both suggest that Judy may need more time to consider who she is. The recommendation will most likely be ______.

A. gender reassignment surgery

B. puberty suppressors

C. hormone therapy

D. gender intensification

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Health Care

Difficulty Level: Hard

68. A scientist focused on allowing children more time to develop their gender identity is interested in ______.

A. gender reassignment surgery

B. gender intensification

C. puberty suppressors

D. hormone therapy

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Gender Affirming Health Care

Difficulty Level: Medium

69. How is puberty suppression related to mental health?

A. Puberty suppressors help in coping with biological transitioning and is associated with mental health problems.

B. Puberty suppressors are the first step toward biological transition which is associated with mental health issues.

C. Puberty suppressors speed up the time for biological transition which is correlated with positive mental health.

D. Puberty suppressors allow more time for a decision which is correlated to positive mental health outcomes.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Analysis

Answer Location: Gender Affirming Health Care

Difficulty Level: Medium

70. Dr. Lopez has meet with Taylor and her family. He is recommending puberty suppressors to allow Taylor more time to complete her exploration. After they have all met with the psychologist, Dr. Lopez and Taylor, along with her parents, will discuss more permanent changes if they are desired including ______.

A. adrenal hyperplasia

B. gender reassignment

C. social gender transition

D. mental rotation

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Health Care

Difficulty Level: Hard

True/False

1. The roles and activities for women in the past three decades have shifted contrary to gender stereotypes, but the stereotypes have not changed for women in this same time period.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Comprehension

Answer Location: Gender Stereotypes

Difficulty Level: Medium

2. Early adolescents’ view of gender becomes more complex and therefore the endorsement of gender stereotypes decreases.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Comprehension

Answer Location: Gender Stereotypes

Difficulty Level: Medium

3. Males are more physical than females in adolescence and adulthood.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Similarities and Differences in Physical Abilities

Difficulty Level: Easy

4. Aggressiveness is characterized as an expressive trait.

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Knowledge

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Easy

5. If a female is exposed to high levels of testosterone prenatally, they tend to be more active and engage in few care giving activities.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Medium

6. A child who knows that their gender does not change no matter what they wear is engaging in gender typing.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Medium

7. A concept or mental structure that organizes gender-related information and understanding is referred to as a gender schema.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Knowledge

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Easy

8. Schools that show low gender norm salience have larger rates of peer victimization than schools with high gender norm salience.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

9. A boy who shows more interest in a car than a doll is engaging in the process of gender typing.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Medium

10. Intergroup bias means that Jacob feels pressure to conform to male gender stereotypes.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Gender Identity in Adolescence

Difficulty Level: Medium

11. Gender rigidity rebounds in early adolescence as explained by gender intensification theory.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Knowledge

Answer Location: Gender Intensification in Adolescence

Difficulty Level: Easy

12. While race has a direct influence on gender typing, the variability of socioeconomic status does not have influence on gender typing.

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Medium

13. Individuals who identify with another gender other than their natal sex are considered transgender.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Transgender Identity

Difficulty Level: Easy

14. Girls more than boys are discouraged from activities that are nonconforming for their natal sex.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Gender Nonconforming and Transgender Children

Difficulty Level: Medium

15. Gender transitions for adolescents are accompanied by mental health-care workers for themselves and their families.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Knowledge

Answer Location: Gender Affirming Health Care

Difficulty Level: Easy

Short Answer

1. How do boys and girls differ in mathematical abilities?

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Similarities and Differences in Cognitive Abilities

Difficulty Level: Medium

2. How are boys and girls similar or different with regard to relational aggression?

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Similarities and Differences in Socioemotional Abilities

Difficulty Level: Medium

3. How is androgyny related to depression in adolescents?

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Masculinity, Femininity, and Androgyny

Difficulty Level: Medium

4. How does evolution relate to gendered behavior?

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Biological Influences on Gender in Adolescence

Difficulty Level: Medium

5. How is autonomy related to gender in adolescence?

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender in Adolescence

Difficulty Level: Medium

6. How are academic abilities related to gender typing in childhood?

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Gender Typing in Infancy and Childhood

Difficulty Level: Medium

7. How is gender intensification hypothesis related to adolescence?

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Gender Intensification in Adolescence

Difficulty Level: Medium

8. How are race and gender related in adolescence?

Learning Objective: 5.3: Describe processes of gender typing and gender identity in adolescence.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Gender Typing in Adolescence

Difficulty Level: Medium

9. What conclusion can be drawn from the finding that preferences for objects between transgender children and children of their expressed gender identity were the same?

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Analysis

Answer Location: Gender Nonconforming and Transgender Children

Difficulty Level: Medium

10. Explain the benefits of puberty suppressors for transgender children.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Gender Affirming Health Care

Difficulty Level: Medium

Essay

1. Is gendered behavior related to sexual orientation?

Learning Objective: 5.1: Compare gender stereotypes, gender differences, and gender roles.

Cognitive Domain: Analysis

Answer Location: Gender Roles and Sexual Orientation

Difficulty Level: Medium

2. Explain the differences between gender stability and gender constancy in cognitive-developmental theory of gender.

Learning Objective: 5.2: Evaluate the influences of biological, contextual, and cognitive factors on gendered behavior.

Cognitive Domain: Comprehension

Answer Location: Cognitive Influences on Gender in Adolescence

Difficulty Level: Medium

3. Explain the varying facets of gender identity beyond self-identification. Provide an example of an individual resolving these facets.

Learning Objective: 5.3: Describe the processes of gender typing and gender identity in adolescence

Cognitive Domain: Application

Answer Location: Gender Identity in Adolescence

Difficulty Level: Hard

4. Explain the difficulties of puberty for transgender adolescents.

Learning Objective: 5.4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Comprehension

Answer Location: Transgender Adolescents

Difficulty Level: Medium

5. Provide an example of how parents can implement social gender transition for a transgender adolescent. Explain social gender transition.

Learning Objective: 5-4: Discuss the development of transgender identity and influences on adjustment in transgender adolescents.

Cognitive Domain: Application

Answer Location: Gender Affirming Support

Difficulty Level: Hard