gender

the socially constructed roles and characteristics by which culture defines male and female

aggression

any physical or verbal behavior intended to hurt or destroy

social connectedness

the degree to which people have and perceive a desired number, quality, and diversity of relationships that create a sense of belonging, and being cared for, valued, and supported

gender role

a set of expected behaviors for males and females

role

a set of expectations (norms) about social position, defining how those in the position ought to behave

gender identity

our sense of being male or female

social learning theory

the theory that we learn social behavior by observing and imitating and by being rewarded or punished

gender typing

the acquisition of a traditional masculine or feminine role

transgender

a umbrella term describing people whose gender identity or expression differs from the associated with their birth sex

experience and brain development

early childhood shapes the brain but but learning causes the brain to modify itself

parent and peer influence

parents- influence a child's quality of life, attachments to beliefs, exposure to peer culture via neighborhood and schools

peers- influence a child's taste and styles, accents and slang, and substance use

adolescence

the transition period from childhood to adulthood, extending from puberty to independence

moral reasoning

the thinking that occurs as we consider right from wrong

lawrence kohlberg

proposed a stage theory of moral reasoning, from a preconventional morality of self interest, to a conventional morality concerned with upholding laws and social rules (in some people) a postconventional morality of universal ethical principal's

preconventional morality (before age 9)

self- interest; obey rules to avoid punishment or gain concrete rewards

conventional morality

uphold laws and rules to gain social approval or maintain social order

postconventional morality

actions reflect belief in basic rights and self- defined ethical principals

carol gilligan

gender differences, Gilligan felt that Kohlberg’s theories centered too much around the process of male thought,she decided to study how women develop their sense of morality and how this development differs from men, Gilligan theorized that morality in men relies on a justice-based system, based on fairness and equality, believed that women invest more in a care-based system of morality, focus on the avoidance of violence, rather than the distribution of justice or equality

moral intuition

quick gut feelings, or affectively laden intuitions

moral action

doing the right thing, depends on social influences

identity

our sense of self; according to Erikson, the adolescents task is to solidify a sense of self by testing and integrating various roles

social identity

the "we" aspect of our self- concept; the part of our answer to "who am i?" that comes from our group members

erik erikson

theorized that each life stage has its own psychosocial task, and that a chief task of adolescence is solidifying one's sense of self, one's identity, this often means "trying on" a different number of roles

stages of psychosocial development

each life stage has its own psychosocial task

trust vs. mistrust (infancy: to 1 years old)

if needs are dependably met, infants develop a sense of basic trust

autonomy vs. shame and doubt (toddlerhood: 1 to 3 years)

toddlers learn to exercise their will and do things for themselves, or they doubt their abilities

initiative vs. guilt (preschool: 3 to 6 years)

preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent

competence vs. inferiority (elementary school: 6 to puberty)

children learn the pleasure of applying themselves to tasks, or they feel inferior

identity vs. role confusion (adolescence: teen years to 20's)

teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

intimacy vs. isolation (young adulthood: 20s to early 40s)

young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated

generativity vs. stagnation (middle adulthood: 40s to 60s)

in middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose

integrity vs. despair (late adulthood: late 60s and up)

reflecting on his or her life, an older adult may feel a sense of satisfaction or failure

emerging adulthood

the period from age 18 to the mid- twenties, when many young people are not yet fully independent (found in many western cultures)