Psychology 2e

1. Psychology 2e Chapter 8 Sociocultural Diversity and Gender

2. Culture Learning Objective 21.1 Describe culture and diversity. Culture refers to a shared set of beliefs, behaviors, values, and attitudes held by a group of people or a society. Affects the decisions we make, the values we hold, and even the way in which we see ourselves Language, spiritual beliefs, and moral values are also important parts of culture Norms are a culture’s understood rules that tell us what behavior is acceptable or unacceptable. help us decide what behaviors are “normal” or “abnormal”

3. Common Characteristics of Culture (1 of 2) Learning Objective 21.1 Describe culture and diversity. Culture is learned Children learn norms and values from parents or from society Culture is shared Social phenomenon that connects humans and helps them work together David Matsumoto: rules established by a culture actually help to ensure that culture’s survival (1999)

4. Common Characteristics of Culture (2 of 2) Learning Objective 21.1 Describe culture and diversity. Culture changes over time Cultural norms create an environment that shapes our behavior Norms can change drastically over time

5. Cultural Diversity (2 of 2) Learning Objective 21.2 Explain how culture varies across time and place. . Much diversity within the United States Lancaster, Pennsylvania – Horses and buggies driven by Amish residents share the road with cars Texas – Some road signs appear in Spanish and English Northern Maine – Some road signs appear in French and English

6. Cultural Differences and Similarities: China and the United States (1 of 5) Learning Objective 21.2 Explain how culture varies across time and place. . Studying how cultures vary gives a greater understanding of other points of view and increases appreciation for diversity Many cultural differences and similarities between China and the United States Baby Shower U.S. – usually held a few weeks before the baby’s birth China – held after the baby arrives

7. Cultural Differences and Similarities: China and the United States (2 of 5) Learning Objective 21.2 Explain how culture varies across time and place. . Many cultural differences and similarities between China and the United States Funeral U.S. – tradition to wear black clothing China – immediate family wears black, but the grandchildren wear blue, and the great-grandchildren wear light blue

8. Cultural Differences and Similarities: China and the United States (3 of 5) Learning Objective 21.2 Explain how culture varies across time and place. . United States: Weddings Brides wear white gowns Couples create “wedding registries” (list of gifts they hope to receive) Bride and groom hug and shake hands with guests after the ceremony

9. Cultural Differences and Similarities: China and the United States (4 of 5) Learning Objective 21.2 Explain how culture varies across time and place. . China: Weddings White associated with mourning and is avoided at traditional weddings; red symbolizes happiness, many brides wear red dresses Traditional to give a newly married couple a check or cash in a red envelope as a wedding gift Bride and groom joined by their parents and other relatives at end of reception; all thank guests for attending Displays importance of family

10. Cultural Differences and Similarities: China and the United States (5 of 5) Learning Objective 21.2 Explain how culture varies across time and place. . Similarities Celebrations and rituals that mark family events such as births, marriages, and deaths are important, but these events are celebrated differently Weddings are important celebrations of family and friendship, involving quite a lot of planning, budgeting, feasting, and gift-giving Many modern wedding ceremonies are marked by cross-cultural influences

11. Self and Identity Learning Objective 21.3 Outline how culture influences our conceptions of self and identity. . Individualism: emphasis on individuality, independence, and personal needs Collectivism: emphasis on the interdependence of all people in a group Independent self-concept: an individual’s perception of self as entirely independent from others Interdependent self-concept: an individual’s perception of self as fundamentally connected to others

12. Culture and Anxiety (1 of 2) Learning Objective 21.4 Describe the major areas of cross-cultural psychology research. . Ataque de nervios, or “attack of nerves”: a person may have fits of crying, shout uncontrollably, experience sensations of heat, and become very aggressive, either verbally or physically In Latin American countries usually comes after some stressful event such as the death of a loved one

13. Culture and Anxiety (2 of 2) Learning Objective 21.4 Describe the major areas of cross-cultural psychology research. . Taijin kyofusho (TKS) Found primarily in Japan Involves excessive fear and anxiety Panic disorder Occurs at similar rates in adolescents and adults in the United States and parts of Europe

14. GENDER

15. Gender (1 of 2) Learning Objective 22.1 Define gender and discuss the development of gender roles. Gender: the behavior associated with being male or female The concept of gender is affected by: Expectations of one’s culture The development of one’s personality One’s sense of identity

16. Gender (2 of 2) Learning Objective 22.1 Define gender and discuss the development of gender roles. Gender roles: the culture’s expectations for masculine or feminine behavior, including attitudes, actions, and personality traits associated with being male or female in that culture Gender identity: the individual’s sense of being male or female Influenced by both biological and environmental factors (in the form of parenting and other child-rearing behaviors)

17. Gender-Role Development (1 of 3) Learning Objective 22.2 Compare and contrast two theories of gender-role development. Social learning theory emphasizes learning through observation and imitation of models, and attributes gender-role development to those processes

18. Gender-Role Development (2 of 3) Learning Objective 22.2 Compare and contrast two theories of gender-role development. Gender schema theory: gender identity acquisition in which a child develops a mental pattern, or schema, for being male or female and then organizes observed and learned behavior around that schema Combines social learning theory with cognitive development Children develop a schema for being male or female Rather than being simple imitation and reinforcement, children acquire their gender role behavior by organizing that behavior around the schema of “boy” or “girl”

19. Gender-Role Development (3 of 3) Learning Objective 22.2 Compare and contrast two theories of gender-role development. Androgyny: a gender role characteristic of people whose personalities reflect the characteristics of both males and females, regardless of gender Androgynous people can make decisions based on the situation’s demands rather than being masculine or feminine Androgynous people are more flexible in everyday behavior and career choices

20. Gender Roles Learning Objective 22.4 Discuss how the roles of women and men in societies are perceived. Pressure to conform to gender roles Individualistic cultures: more nontraditional, especially for women Collectivistic cultures: more traditional views