The Psychology of Sex and Gender 2nd Edition Test Bank

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

The Psychology of Sex and Gender 2nd Edition Test Bank

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Chapter 1: Introducing Sex and Gender Test Bank Multiple Choice 1. Which of the following is an example of the pushback in recent years regarding sex and gender equality?

A. Laverne Cox became the first openly transgender person to win an Emmy award.

B. The United Nations endorsed an initiative called “Planet 50-50 by 2030: Step It Up for Gender Equality.”

C. The Me Too Movement went viral on Twitter.

D. A ban on transgender people serving openly in the military was reinstated.

Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 2. Rhoda Unger (1979) argued for using “sex” to refer to the ______ aspects of being female or male while “gender” should be used when discussing the ______ aspects.

A. culturally constructed; biological B. hormonal; culturally constructed C. biological; culturally constructed D. anatomical; hormonal Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 3. To address the ambiguity of biological and social causes of sex differences, Alice Eagly (2013) suggests using “sex” to refer to ______ and “gender” to ______.

A. categories of people; the meanings given to different sex categories B. culturally constructed differences; biological differences C. biological categories; social meaning given to those categories D. a chosen social identity; a category given to you at birth Ans: A Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

4. Using “sex” to refer to biological differences between men and women and “gender” to refer to the culturally constructed differences is problematic for which of the following reasons?

A. Biology has too small of an influence to warrant its own term.

B. It overemphasizes the role of socialization and cultural forces.

C. It is difficult to pinpoint the precise influence of biology and culture in sex differences.

D. The terms sex and gender fail to account for issues related to intersectionality.

Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Sex and Gender Difficulty Level: Medium 5. Researchers have found that testosterone ______.

A. is stable and generally insensitive to social events B. increases during competition but only for men C. decreases when women perform male-typed behaviors D. decreases when men perform female-typed behaviors Ans: D Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 6. Research shows that differences in physical aggression between men and women are ______.

A. due to hormonal differences, such as higher levels of testosterone in men B. primarily caused by differences in brain structure arising from the presence of androgen during fetal development C. caused by men being socialized to be risky and to direct negative emotion outward D. most likely caused by some mixture of biological and social factors Ans: D Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Comprehension Answer Location: Sex and Gender Difficulty Level: Medium 7. Which of the following do sex binaries accomplish?

A. communicating the variety in the biological components of sex B. streamlining social interactions C. allowing for the full expression of gender identity D. fostering complexity in social institutions Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Application Answer Location: The Sex and Gender Binaries Difficulty Level: Hard 8. Around what percent of infants are born with some form of intersexuality?

A. 2% B. 5% C. 10% D. 20% Ans: A Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Sex and Gender Binaries Difficulty Level: Easy 9. Intersexuality refers to instances where ______.

A. gender identity transcends multiple sex categories B. people feel sexual attraction to others regardless of their gender identity C. biological components of sex do not fit the typical male/female pattern D. there is a mismatch between anatomical and psychological gender Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer location: The Sex and Gender Binaries Difficulty Level: Easy 10. Strict sex and gender binaries are ______.

A. observed in all cultures across the world B. oversimplified categorical structures people impose on society C. reflections of the simple biological facts of sex D. necessary to maintain social order Ans: B Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Our (Interdisciplinary) Psychological Approach Difficulty Level: Easy 11. For transgender individuals, there exists ______ A. no sense of belonging to any category of sex B. a mismatch between the sex they are assigned at birth and their psychological gender

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. a match between the sex they are assigned birth and gender to which they feel they belong D. a sense of belonging to both categories of sex Ans: B Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 12. Categories such as heterosexual, gay, and lesbian refer to ______ whereas categories such as cisgender, transgender, and genderqueer refer to ______.

A. sex; gender B. biological identities; cultural identities C. sexual orientation; gender identities D. group identities; individual identities Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 13. People who do not feel a sense of belonging to any category of sex are referred to as ______.

A. cisgender B. transgender C. agender D. pangender Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 14. ______ refers to an individuals’ psychological experience of their gender.

A. Sex B. Gender identity C. Sexual identity D. Gender orientation Ans: B Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 15. Which of the following is most characteristic of a person who is gender fluid?

A. shifting among female, male, and third gender identities

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. unusual fluctuations in hormones associated with masculine and feminine behavior C. changes in which gender they feel sexually attracted to D. never having any clear gender identity at any given time Ans: A Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 16. Which of the following is TRUE according to Janet Spence’s multifactorial theory of gender identity?

A. The variety of roles, traits, and attitudes that shape gender identity are independent/uncorrelated.

B. There are a narrow set of different ways gender attributes group together.

C. Most people struggle to develop a basic sense of belongingness to their biological sex.

D. It is common to discount gender-typical traits and emphasize gender-atypical traits.

Ans: A Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 17. Which of the following BEST represents an intersectional perspective?

A. studying how women are affected by sexism B. examining differences between women and men C. examining how young men are impacted by ageism D. researching Black women’s experiences of both racism and sexism Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Application Answer Location: Intersectionality Difficulty Level: Hard 18. Cole (2009) encourages psychologists to adopt a more intersectional approach when conducting research by taking which of the following steps?

A. ignore who they are including or excluding in their studies B. consider the role of structural inequalities in shaping participants’ experiences C. look for differences in participants’ experiences, despite their shared identities D. isolate specific categories under study, such as only sex or race Ans: B Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Intersectionality Difficulty Level: Medium 19. Which of the following terms refers to possessing high levels of both masculine and feminine traits?

A. genderqueer B. gender fluid C. pansexual D. androgynous Ans: D Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Masculinity and Femininity Difficulty Level: Easy 20. Some social understandings of sex and gender show a great deal of cultural variability, such as ______.

A. the tendency to view women as more warm, moral, and appearance oriented B. the acceptance of patriarchal versus matriarchal societies C. stereotypes of men as more physically aggressive D. the acceptability of third sex/gender options Ans: D Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Complexity and Change Difficulty Level: Easy 21. Which of the following is TRUE of the history of acceptance of nonbinary categories of sex and gender in Western cultures?

A. Nine U.S. states recognize a nonbinary gender status on driver’s licenses.

B. In Western cultures, people who are born intersex are typically assigned to a third gender category.

C. Australia remains the only developed nation to recognize a third gender option.

D. Western cultures have historically been more open to nonbinary gender options than non-Western cultures.

Ans: A Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Complexity and Change Difficulty Level: Easy 22. Sex and gender are ______ or mental frameworks through which people process their social worlds.

A. schemas

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. scripts C. stereotypes D. prejudices Ans: A Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Complexity and Change Difficulty Level: Easy 23. Which of the following have researchers studying gender and culture found?

A. People associate books more with men and film more with women.

B. Across cultures, certain foods, such as red meat, are considered more masculine.

C. The number 2 is considered more masculine than number 1.

D. People in the United States tend to associate red with boys.

Ans: B Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Ubiquity and Invisibility Difficulty Level: Easy 24. Which group would be least likely to recognize the influence of sex and gender in daily life?

A. cisgender men B. Black women C. people who are genderqueer D. transgender men Ans: A Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Application Answer Location: Ubiquity and Invisibility Difficulty Level: Hard 25. Privilege refers to ______.

A. group status earned legitimately B. social efforts to increase opportunities for marginalized groups C. advantage that stems from favorable personality traits D. automatic, unearned advantage that accompanies certain groups Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Ubiquity and Invisibility Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

26. Which of the following fits with sociologist Judith Lorber’s (1994) suggestions for combating dominant gender norms?

A. campaigns to ask female actors more substantive questions rather than focusing on looks and sexuality B. efforts to increase diversity in science and technology fields C. spending less time interviewing male athletes D. attempts to rebrand feminism in order to avoid negative stereotypes Ans: A Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Application Answer Location: Ubiquity and Invisibility Difficulty Level: Hard 27. One research study by Case et al. (2014) found that exposing participants to videotaped discussions of male and heterosexual privilege had what effect?

A. prompted men to become more defensive and less open to notions of male privilege B. caused women and sexual minorities to become even more aware of group-based privilege but had no effect upon men C. unconsciously made men less likely to employ automatic stereotypes D. reduced sexist attitudes and increases motivation to avoid prejudice Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Ubiquity and Invisibility Difficulty Level: Easy 28. Which of the following is an example of cisgender privilege?

A. You can reasonably assume that you will be able to physically access a building.

B. You can use public restrooms without much thought, fear of verbal abuse, or arrest.

C. You can expect that the people you interact with on a daily basis will speak the same language as you.

D. A decision to hire you won’t be based on whether an employer thinks you will be having children soon.

Ans: B Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Difficulty Level: Medium 29. Which of the following is an example of a matrilineal society?

A. a society in which men rule the society and how it operates B. a society in which women rule the society and how it operates C. a society in which family relationships and ancestry are traced through the mother’s line

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. a society in which women have more power, but family relationships and ancestry are passed through the father’s line Ans: C Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Ubiquity and Invisibility Difficulty Level: Easy 30. Which is TRUE regarding the role sex and gender have played in historically shaping societies?

A. Societies in which men tend to hold more of the political and decision-making power are rare.

B. There is evidence of several matriarchal societies in human history.

C. Very few societies trace family history through the mothers’ rather than the fathers’ line.

D. There are many societies that are both matrilineal and patriarchal.

Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Structures of Power and Inequality Difficulty Level: Easy 31. Equality refers to treating everyone ______ while equity refers to treating everyone ______.

A. the same; differently based on group needs and disadvantages B. differently based on group needs and disadvantages; so that they all have the same outcome C. so that they all have the same outcome; so that they all have the same opportunities D. so that they all have the same outcome; the same Ans: A Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Structures of Power and Inequality Difficulty Level: Easy 32. A local school initiates a school lunch program that provides financial assistance to students based upon need, with poorer students receiving more financial assistance.

The structure of this policy represents the principles of ______.

A. redistribution B. intersectionality C. equity D. equality Ans: C

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Application Answer Location: Structures of Power and Inequality Difficulty Level: Hard 33. Which of the following statements BEST describes how Linda Nicholson (2010) would describe the progress of the women’s movement?

A. The women’s movement in the United States occurred in three waves.

B. The women’s movement in the United States can be represented by an ever-flowing river.

C. The women’s movement is punctuated by a series of three major events.

D. The women’s movement began after the 1960s.

Ans: B Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Women’s Movements Difficulty Level: Easy 34. The study of gender psychology first gained traction ______.

A. in 1879 when William Wundt founded the first psychology lab B. during the Women’s suffrage movement of the early 1900s C. in response to large numbers of women entering the workforce during World War II D. during the second wave of the women’s movement in the 1970s Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Introducing Sex and Gender Difficulty Level: Easy 35. A key theme in the third wave of the women’s movement is ______.

A. a rejection of the idea that all women experience a common oppression B. further inclusivity, extending to concern over men’s issues C. a move toward collecting more qualitative data that better captures the experiences of women D. a focus on women living in the rural south Ans: A Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Women’s Movements Difficulty Level: Easy 36. Which of the following is TRUE of feminism?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. Young people are often eager to identify as feminists because they espouse its core beliefs.

B. Feminist identities have largely remained constant throughout the women’s movements.

C. Early waves of feminism focused strongly on intersectionality.

D. It’s core goal is social, political, and economic equality among men and women.

Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Feminisms Difficulty Level: Easy 37. Which of the following is one of the three ways mentioned for feminisms to remain viable and healthy?

A. increase efforts to attract supporters and reduce people’s aversion to identify as feminists B. be more inclusive of men C. endorse more traditional and commonplace conceptions of femininity D. focus on the needs of older generations Ans: A Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Feminisms Difficulty Level: Easy 38. People tend to stereotype feminists as ______.

A. sad and depressed B. empathetic if male C. tolerant and inclusive D. radical and uncooperative Ans: D Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Feminisms Difficulty Level: Easy 39. Men’s movements have typically ______.

A. focused on promoting men’s authority and denouncing same-sex relationships B. been grounded in Christianity C. been pro-feminist D. taken a variety of forms Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Men’s Movements Difficulty Level: Easy 40. Men and masculinity scholars have developed new theories often focusing on ______.

A. how men are strategic oppressors of women in society B. the biological differences between men and women C. the destructive aspects of the traditional male gender role for men’s health D. how men are more disadvantaged than women in society Ans: C Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Men’s Movements Difficulty Level: Easy 41. What event was key in prompting the American Psychiatric Association to remove homosexuality from its classification as a psychological disorder from the DSM-II? A. political pressure from left-wing senators B. the discovery of a “gay gene,” the presence of which predicted sexual orientation with incredible accuracy C. a study showing no differences in psychological adjustment between heterosexual and gay participants D. the acceleration of the gay rights movement during the 1980s Ans: C Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Gay Rights Movement Difficulty Level: Easy 42. Researchers have found that therapies attempting to change sexual orientation are ______.

A. unsafe, ineffective, and unethical B. psychologically harmless but not effective C. effective at changing sexual orientation but at a great psychological toll D. effective and safe Ans: A Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Gay Rights Movements Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

43. Gender dysphoria refers to ______.

A. the condition of being transgender B. distress arising from a conflict between gender identity and gender assigned by others C. having multiple gender identities that are salient at different times D. having no sense of gender identity whatsoever Ans: B Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Transgender Movement Difficulty Level: Easy 44. Which of the following characterizes each of the movements discussed in Chapter 1?

A. Each has progressed from a broad set of goals to a narrower focus.

B. A common pattern is the push for greater inclusivity.

C. The radicalization of the ideologies represented.

D. Most have ignored the perspective of majority and high-status groups.

Ans: B Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Where Are We Now? Inclusivity and Intersectionality Difficulty Level: Medium 45. Which is TRUE of a mixed method approach to research?

A. the use of qualitative over quantitative data B. an increased focus on social phenomenon C. the incorporation of multiple worldviews in understanding a topic D. It’s been shown to have higher replication rates.

Ans: C Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Our (Interdisciplinary) Psychological Approach Difficulty Level: Medium 46. Psychologists generally conduct their work at the ______ level.

A. individual B. cross-cultural C. societal D. cross-historical Ans: A Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Our (Interdisciplinary) Psychological Approach

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium 47. According to Carole Wade (2008), critical thinking consists of several mental practices including which of the following?

A. embracing emotional reasoning B. considering other ways of interpreting the findings C. looking for information that confirms your prior beliefs D. accepting underlying assumptions Ans: B Learning Objective: 1.4: Demonstrate how to approach the textbook material in “critical thinking mode.”

Cognitive Domain: Knowledge Answer Location: Our (Interdisciplinary) Psychological Approach Difficulty Level: Easy True/False 1. Hormonal differences between men and women are stable and insensitive to social events.

Ans: F Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 2. Until recently, there has been no record of cultures recognizing more than two sexes and genders.

Ans: F Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Sex and Gender Binaries Difficulty Level: Easy 3. More current conceptualizations of gender include a wider range of possible gender identities.

Ans: T Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 4. One of the main points of intersectionality is to recognize women as a uniform group.

Ans: F Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: Intersectionality Difficulty Level: Easy 5. Psychological androgyny refers to the possession of high levels of both masculine (or male-typed) and feminine (or female-typed) attributes.

Ans: T Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Masculinity and Femininity Difficulty Level: Easy 6. Some individuals prefer that others use gender-neutral pronouns instead of she or he when referring to them.

Ans: T Learning objective: 1.2 Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 7. The influence of gender in our everyday lives is often subtle and outside of awareness.

Ans: T Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Ubiquity and Invisibility Difficulty Level: Easy 8. It is easiest for members of high-status groups (e.g., White men) to see the privileges of their own group status.

Ans: F Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Application Answer Location: Ubiquity and Invisibility Difficulty Level: Hard 9. Cisgender and transgender individuals can have any sexual orientation.

Ans: T Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

10. The final country to give women the right to vote was Saudi Arabia in 2015.

Ans: T Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Women’s Movements Difficulty Level: Easy 11. Since the earliest waves of women’s movements, feminism has included considerations for factors such as race and class.

Ans: F Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Feminisms Difficulty Level: Easy 12. Men’s movements have typically been grounded in religion and traditional values.

Ans: F Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Men’s Movements Difficulty Level: Easy 13. Currently, the American Psychiatric Association only diagnoses people with gender dysphoria if they experience clinical levels of distress.

Ans: T Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: The Transgender Movement Difficulty Level: Easy 14. Contemporary feminisms emphasize intersectionality.

Ans: T Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Where Are We Now? Inclusivity and Intersectionality Difficulty Level: Medium 15. A key component of critical thinking is to ask yourself, “How can I make this new information consistent with my preexisting beliefs?”

Ans: F

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 1.4: Demonstrate how to approach the textbook material in “critical thinking mode.”

Cognitive Domain: Comprehension Answer Location: Our Challenge to You: Critical Thinking Difficulty Level: Medium Short Answer 1. How do Alice Eagly (2013), as well as the textbook, suggests using the term sex and gender?

Ans: Alice Eagly suggests using “sex” to refer to male, female, and intersex as categories or groups of people. She recommends using “gender” to refer to the meanings that people give to the different sex categories.

Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 2. Briefly explain the differences in gender identity across cisgender, transgender, and agender individuals.

Ans: For people who are cisgender, there is a mismatch between the sex they are assigned at birth and the gender with which they feel a sense of belonging. For transgender, individuals there is a mismatch between their assigned and psychological sense of gender. Agender individuals do not feel a sense of belonging to any sex category.

Learning Objective: 1.1: Explain central terminology in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 3. Discuss one positive aspect and one criticism of the second wave of feminism.

Ans: Positive: Expanded the focus to include domestic violence, sexual harassment, pay equality, and reproductive rights. New research was also devoted to sex and gender. Criticism: Came primarily from white middle-class women and focused too exclusively on gender, ignoring other pressing issues such as race and class.

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Women’s Movements Difficulty Level: Medium 4. Explain the distinction between equality and equity.

Ans: Equality entails treating everyone the same, regardless of background or differences. Equity entails treating everyone fairly by taking background information and group differences into account.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Structures of Power and Inequality Difficulty Level: Medium 5. Briefly describe the social issues that were at the forefront of each of the three waves of the women’s movement.

Ans: First wave: economic and voting rights for women. Second wave: prompted by the dissatisfaction felt by women in the 1950s and 1960s when their lives were restricted to the roles of housewives and mothers, this wave expanded its focus to issues such as domestic violence, sexual harassment, equal pay, and reproductive rights. Third-wave: intersectionality and issues related to race, class, sexual orientation, and gender identity.

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Women’s Movements Difficulty Level: Easy 6. What scientific finding prompted the American Psychiatric Association to remove homosexuality from its classification as a psychological disorder?

Ans: Evelyn Hooker’s (1957) study showing no difference in psychological adjustment between heterosexual and gay male participants.

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Knowledge Answer Location: Gay Rights Movements Difficulty Level: Easy Essay 1. Describe two reasons why it may be problematic to use the term sex to refer to the biological aspects of being male or female and gender to refer to the culturally constructed aspects.

Ans: Students’ responses should reference the difficulty in discerning the precise influence of biological and cultural variables in differences between men and women.

They should also discuss how the definitions of biological and cultural influence are not always easily separated. For instance, hormonal differences are typically discussed as a biological factor but they are also influenced by social and cultural factors.

Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Comprehension Answer Location: Sex and Gender Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

2. Based on the comments of sociologist Judith Lorber (1994), describe two strategies for making sex and gender more visible along with examples of each.

Ans: Varies. Possible responses include flipping gender norms for men and women to expose how they operate. For instance, asking male athletes in sports interviews about their dating life, outfits, or recent weight gain instead of their athletic accomplishments.

Students might also describe efforts to ask women actors more in-depth and achievement-oriented questions during interviews. Students may also mention educators’ use of “privilege lists” to encourage members of dominant groups to recognize how their group status shapes their experiences.

Learning Objective: 1.2: Evaluate how culture, gender identity, and sexual orientation shape the experience and expression of sex and gender.

Cognitive Domain: Application Answer Location: Ubiquity and Invisibility Difficulty Level: Hard 3. Define intersectionality and explain why so many have advocated for a more intersectional lens in the study of sex and gender and in women’s movements.

Ans: Intersectionality is an approach that examines how social categories such as sex, gender, race, class, and so on and the advantages and disadvantages associated with them interact to shape people’s experiences and opportunities. Student examples should discuss how traditional perspectives ignore the fact that people don’t belong solely to a sex or gender identity but simultaneously occupy other categories (e.g., race, class, age, nationality). These other categories involve differing levels of privilege and oppression. These inequalities should not be ignored. Advocates ascertain that for women’s movements to progress, other forms of oppression need to be recognized and included.

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Comprehension Answer Location: Intersectionality | Women’s Movements Difficulty Level: Hard 4. Describe three challenges feminism faces toward accomplishing its goals.

Ans: Varies. Students should mention obstacles feminism faces in gathering supporters and the negative stereotypes associated with both male and female feminists. Students should also mention the need to increase inclusivity for nonbinary and transgender individuals. They may also mention the need to increase considerations of how gender, race, class, and sexual orientation interact to shape experiences. Students should finally mention the need for feminism to remain flexible and adapt to the updated needs and experiences of younger generations.

Learning Objective: 1.3: Evaluate the meaning and relevance of feminisms, gender movements, and systems of power, privilege, and inequality.

Cognitive Domain: Application Answer Location: Feminisms Difficulty Level: Hard

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Chapter 2: Studying Sex and Gender Test Bank Multiple Choice 1. Which of the following is TRUE about sex and math ability?

A. Boys tend to have higher math anxiety than girls.

B. Girls would likely score higher than boys on math tests if not for math anxiety.

C. Math performance is predicted less by sex than by other factors such as socioeconomic status.

D. Large-scale reviews show strong sex differences in math performance.

Ans: C Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge Answer Location: Studying Sex and Gender Difficulty Level: Easy 2. When considering findings around gender and math anxiety, which of the following can be determined?

A. Any individual boy and girl would demonstrate this difference.

B. Within their own sex groups, boys and girls do not vary widely on math anxiety.

C. On average, girls tend to have higher math anxiety than boys.

D. On average, boys and girls have very different levels of math anxiety.

Ans: C Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge Answer Location: What Is the Meaning of Difference?

Difficulty Level: Medium 3. Imagine Mark is studying sex differences in emotional expression. His study contains measures for seven different types of emotional expression. He finds that women score higher on one of these and men score higher on another one. He interprets his findings as suggesting largely different styles of emotional expression across men and women.

Mark’s interpretation indicates a ______ approach.

A. biological B. cross-cultural C. minimalist D. maximalist Ans: D Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Application Answer Location: What Is the Meaning of Difference?

Difficulty Level: Hard

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

4. When psychologists report discovering sex differences on some variable (e.g., optimism) what do they typically mean by this?

A. that these differences emerge from distinct biological sex categories B. that the difference between sexes has a large effect size C. that the difference has a practical level of significance D. that the observed difference is unlikely to have occurred due to chance Ans: D Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Comprehension Answer Location: What Is the Meaning of Difference?

Difficulty Level: Medium 5. Some gender researchers argue that a maximalist approach is problematic because ______.

A. it ignores important sex differences B. it perpetuates overgeneralized beliefs about the sexes C. it prioritizes the effects of culture too strongly over biology D. research on sex differences cannot be objective Ans: B Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Comprehension Answer Location: What Is the Meaning of Difference?

Difficulty Level: Medium 6. Which of the following accurately describes science?

A. It most heavily emphasizes evidence that is consistent with theory.

B. It is defined more by its contents than by its methods.

C. Repeating experiments over again is a key step in conducting science.

D. The range of topics covered by scientists is narrow.

Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: What Is Science?

Difficulty Level: Medium 7. Which of the following is typically the first step in the scientific method?

A. study design B. replication C. hypothesis generation D. data collection Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Scientific Method

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 8. Which of the following is the best example of a hypothesis?

A. An observation that men tend to walk faster in pairs than when alone.

B. The idea that judgments are driven more by emotion than by conscious reasoning.

C. The belief that people rationalize unfairness in order to avoid cognitive dissonance.

D. A prediction that women will score higher on a test of verbal ability than men.

Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: The Scientific Method Difficulty Level: Hard 9. A testable prediction regarding the outcome of a study is called a(n) ______.

A. theory B. hypothesis C. replication D. boundary condition Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Scientific Method Difficulty Level: Easy 10. Which of the following best represents the order of the scientific process?

A. generate hypothesis → replicate → collection and analysis → study design B. generate hypothesis → study design → collection and analysis → disseminate results C. study design → generate hypothesis → disseminate results → collection and analysis D. study design → collection and analysis → generate hypothesis → disseminate results Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: The Scientific Method Difficulty Level: Medium 11. Which of the following measures best represents a unidimensional conceptualization of masculinity and femininity?

A. gender diagnosticity score B. Personal Attributes Questionnaire C. Bem Sex-Role Inventory

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. M–F Test Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Answer Location: Journey of Research: Conceptualizing and Measuring Masculinity and Femininity Difficulty Level: Easy 12. ______ methods allow researchers to turn their variables of interest into numbers.

A. Quantitative B. Qualitative C. Experimental D. Correlational Ans: A Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer location: Quantitative Research Methods Difficulty Level: Easy 13. Researchers manipulate the ______ variable and observe changes in the______.

A. mediator; moderator B. moderator; independent C. dependent; mediator D. independent; dependent Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: True Experimental Designs Difficulty Level: Easy 14. Which of the following is crucial to making causal inferences from a true experiment?

A. organized assignment B. low experimental control C. a narrow sample D. holding other variables constant Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: True Experimental Designs Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

15. Experimental methods in gender research can be especially challenging because ______.

A. the independent and dependent variables are difficult to operationalize B. sex and gender identity cannot be easily or ethically manipulated C. self-report measures of gender identity are especially unreliable D. the field is more prone to bias than other social science research Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: True Experimental Designs Difficulty Level: Medium 16. Consider a research study that brings participants into the laboratory one at a time where they have a brief social interaction with an accomplice. Researchers measure the amount of time each participant spends making eye contact during the interaction. They then compare the eye contact duration of male and female participants. Which design best describes the above study?

A. experiment B. ex post facto C. qualitative D. person-by-treatment Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: True Experimental Designs Difficulty Level: Hard 17. Tracy examines sex differences in verbal ability by comparing Scrabble scores across hundreds of male and female participants. She predicts female participants will score higher on average than male participants; however, the results reveal no difference. This is called a ______ result.

A. significant B. mediating C. null D. negative Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: True Experimental Designs Difficulty Level: Hard 18. Naturally occurring features of research participants that are measured instead of manipulated are called ______ variables.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. dependent B. participant C. mediating D. observational Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Ex Post Facto Designs Difficulty Level: Easy 19. ______ refer to instances when the strength or direction of the association between an independent and dependent variable differ as a function of another variable.

A. Bivariate correlations B. Mediation effects C. Interaction effects D. Third variable problems Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Quasi-Experiments Difficulty Level: Easy 20. The value of a correlation coefficient describes both ______ and______.

A. reliability; significance B. reliability; strength C. significance; direction D. strength; direction Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Correlational Designs Difficulty Level: Easy 21. One limitation of correlational designs is ______.

A. small sample sizes B. the third variable problem C. dependence upon self-report measures D. lack of external validity or generalizability Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Correlational Designs

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 22. A key difference between cross-sectional and longitudinal designs is that ______.

A. cross-sectional designs are experimental and longitudinal are correlational B. longitudinal designs are immune to third variable problems C. longitudinal designs can reduce causal ambiguity D. cross-sectional designs produce more generalizable results Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Correlational Designs Difficulty Level: Medium 23. Imagine Sandy is conducting a longitudinal study on exposure to violent pornography and hostile attitudes toward women. She finds that exposure to violent photography at Time 1 predicts hostile attitudes toward women at Time 2. But she also finds that hostile attitudes at Time 1 predict exposure to violent pornography at Time 2.

Which of the following is the BEST interpretation of Sandy’s findings?

A. Exposure to violent pornography causes hostile attitudes toward women.

B. Hostile attitudes toward women cause people to watch violent pornography.

C. The causal relationship between violent pornography and hostile attitudes likely works in both directions.

D. There is no causal relationship between violent pornography and hostile attitudes toward women.

Ans: C Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: Correlational Designs Difficulty Level: Hard 24. Which of the following is TRUE of qualitative research methods?

A. They are the most popular method in psychology.

B. They rely upon inferential statistics.

C. They are more concerned with trends in large populations over contextualized experiences.

D. They emphasize depth over breadth and subjective interpretations over objective reality.

Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Qualitative Research Methods Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

25. Which of the following is an example of a qualitative method?

A. collecting M–F scores from victims of cyberbullying B. examining arresting court records, personal histories, and media releases for perpetrators of domestic terrorism C. administering the Big Five personality inventory to a group with ADHD D. administering multiple-choice surveys to victims of domestic abuse Ans: B Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: Qualitative Research Methods Difficulty Level: Hard 26. The qualitative method in which researchers conduct an in-depth individualized investigation of a single entity, usually a person, providing great detail but lacking generalizability is referred to as ______.

A. an interview B. a focus group C. ethnography D. a case study Ans: D Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer location: Qualitative Research Methods Difficulty Level: Easy 27. Crawford and Kaufman (2008) conducted an interview with 20 girls rescued from sex trafficking in Nepal and then statistically summarized the main themes in the case.

This type of research is best characterized as ______.

A. mixed methods B. qualitative C. quantitative D. quasi-experimental Ans: A Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Application Answer Location: Mixed Methods Difficulty Level: Hard 28. In meta-analyses, the most typical unit of analysis is a(n) ______.

A. effect size B. group average C. p value D. confidence interval

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: A Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer Location: How Do We Draw Conclusions from Multiple Studies?

Difficulty Level: Easy 29. A(n) ______ is a quantitative technique for analyzing the aggregate results from a set of individual studies.

A. literature review B. meta-analysis C. archival analysis D. regression Ans: B Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer Location: How Do We Draw Conclusions From Multiple Studies?

Difficulty Level: Easy 30. Which of the following is represented by the d statistic?

A. the likelihood that an observed difference between two groups is due to chance B. the direction and strength of a relationship between two variables in unstandardized units C. the amount of spread, or deviations around the mean, in a variable D. the difference between two groups in standardized units Ans: D Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 31. Which of the following represents a second-order meta-analysis?

A. a summary of the results of multiple individual studies B. an approach that combines both qualitative and quantitative methods C. an examination of two different studies of the same construct D. summary of the results of a set of meta-analyses Ans: D Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: How Do We Draw Conclusions From Multiple Studies?

Difficulty Level: Easy 32. Standard deviation is a measure of ______.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. variability B. reliability C. mean difference D. association Ans: A Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 33. Which of the following contributes to a larger effect size?

A. a small difference between two means B. high between-group variance C. high within-group variance D. large sample size Ans: B Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 34. What do researchers mean when they describe a difference as statistically significant?

A. that the variance in one variable is significantly greater than the variance in other B. that there is a 95% chance that one variable caused a change in another C. that the effect size is large D. that it is very unlikely that the observed difference resulted merely from chance Ans: D Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 35. Laura is studying the effect size of sex differences in vertical jumps and finds a d of 0.87. She concludes the effect size is ______.

A. large B. medium C. small D. null Ans: A Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Effect Sizes Difficulty Level: Easy 36. Which of the following refers to the difference between the average values for each group?

A. the within-group variance B. the between-group variance C. standard deviation D. the intergroup effect Ans: B Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer location: Effect Sizes Difficulty Level: Easy 37. What best describes Alice Eagly and colleagues’ findings from a meta-analysis on sex differences in leadership effectiveness?

A. They found no sex differences in leadership effectiveness.

B. Overall, men are better leaders than women.

C. Overall, women are better leaders than men.

D. Men are more effective in male-dominated contexts, and women are more effective in context less dominated by males.

Ans: D Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Beyond Overall Effect Sizes Difficulty Level: Medium 38. Anderson and Leaper’s (1998) discovery that studies with female first authors found larger sex differences in interruptions (favoring men) and studies with male first authors might be an example of ______.

A. researcher bias B. participant bias C. demand characteristics D. social desirability Ans: A Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Comprehension Answer Location: What Are Some Biases Common in Sex and Gender Research?

Difficulty Level: Medium 39. Sam conducts a study of 1,000 male participants examining how candidate attitudes, age, and education affect voting behavior. He finds a positive association

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

between education and the likelihood of voting, from which he concludes that overall, more educated people are more likely to vote. Based on the above information alone, at which stage of the research process might Sam’s study be biased?

A. study design B. sampling strategy C. identifying the question D. disseminating the results Ans: B Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Comprehension Answer Location: What Are Some Biases Common in Sex and Gender Research?

Difficulty Level: Medium 40. Which of the following best illustrates a type of question a researcher operating from the female deficit model might ask?

A. Do girls lack math abilities compared to boys?

B. What factors might cause girls to underperform in math relative to boys?

C. Under what conditions do boys and girls perform differently on math exams?

D. What is the effect of stereotypes upon math anxiety among boys and girls?

Ans: A Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Application Answer Location: Identifying the Research Question Difficulty Level: Hard 41. Bias at which stage of the research process most directly affects the generalizability of the findings?

A. data collection/sampling B. identifying the research question C. designing the study D. interpreting the findings Ans: A Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge Answer Location: What Are Some Biases Common in Sex and Gender Research?

Difficulty Level: Easy 42. Which of the following is a strategy that psychologists might use to address issues of intersectionality?

A. conduct more qualitative research B. examine single identities in isolation C. expanding the number of demographic questions in studies D. always reporting effect sizes

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: C Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Comprehension Answer Location: Designing the Study and Collecting Data Difficulty Level: Medium 43. Proponents of intersexuality might offer which of the following critiques of how samples are typically collected in psychological studies in the United States?

A. They are too small in size and lacking in statistical power.

B. They are largely composed of white, middle-class participants--ignoring the individual differences that exist within sex.

C. They often offer extra credit or other confounding incentives for participation.

D. They aren’t truly random samples. People choose voluntarily whether or not to participate.

Ans: B Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Comprehension Answer Location: Designing the Study and Collecting Data Difficulty Level: Medium 44. Stephen is studying sex differences in helping behavior but he only measures heroic or chivalrous types of helping behaviors. He concludes that men are far more likely to help than women. What is one possible critique of Stephen’s study?

A. He did not collect a representative sample.

B. He only measured male-gendered types of helping behavior.

C. The dependent measures he chose are irrelevant to everyday helping.

D. He did not randomly assign participants to different types of helping contexts.

Ans: B Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Application Answer Location: Designing the Study and Collecting Data Difficulty Level: Hard 45. Androcentric thinking refers to a bias ______.

A. that frames men- or male-typed traits as the default B. favoring feminine traits over masculine traits C. in research toward interpreting results in a way that paints men in a more negative light D. centering on sex differences rather than similarity Ans: A Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Interpreting and Communicating the Results Difficulty Level: Easy 46. Meta-analyses examining the size of all sex differences examined by researchers have found which of the following?

A. Over three quarters of the effect sizes examined have been in the small to near-zero range.

B. Most effect sizes tend to fall into the media.

C. Approximately 20% of the effect examined are large in size.

D. There are no meaningful sex differences after accounting for publication bias.

Ans: A Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge Answer Location: Interpreting and Communicating the Results Difficulty Level: Easy 47. Which best illustrates the meaning of postpositivism?

A. Objective and value-free knowledge can be attained through empirical investigation.

B. Science is a useful but flawed process that is heavily influenced by the values of researchers.

C. Empiricism is inherently patriarchal and skewed toward favoring men.

D. Science is better described as a tool for social change than knowledge acquisition.

Ans: B Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Knowledge Answer Location: How Do We Address Challenges in Sex and Gender Research?

Difficulty Level: Easy 48. Which of the following is TRUE of postpositivism?

A. Cultural context influences are absent in evidence collection and interpretation.

B. Science is mostly free of bias.

C. Science is a cumulative process susceptible to shifting conclusions.

D. Empirical investigation is an inferior method toward studying politically charged questions.

Ans: C Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research Cognitive Domain: Knowledge Answer Location: How Do We Address Challenges in Sex and Gender Research?

Difficulty Level: Easy 49. Given the recorded biases in gender research, which of the following would be an appropriate strategy to reduce bias?

A. embrace using androcentric research materials

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. generalize findings from single-sex samples to all people C. publish more research focusing on sex differences rather than sex similarities D. always report effect sizes when publishing research Ans: D Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research Cognitive Domain: Application Answer Location: Guidelines for Gender-Fair Research Difficulty Level: Medium 50. Which of the following is key to avoiding exaggerating the magnitude of sex differences?

A. reporting patterns and effect sizes across multiple studies via meta-analysis B. privileging studies that show sex differences in journals C. taking a maximalist approach to research D. using primarily experimental methods Ans: A Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research Cognitive Domain: Comprehension Answer Location: Guidelines for Gender-Fair Research Difficulty Level: Medium True/False 1. Someone with a minimalist approach might envision that girls and boys have largely overlapping distributions of math anxiety scores.

Ans: T Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge Answer Location: What Is the Meaning of Difference?

Difficulty Level: Easy 2. Of all the stages of the scientific method, replication, or repeating an experiment that someone has already conducted is the least important.

Ans: F Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: The Scientific Method Difficulty Level: Medium 3. Qualitative research is less scientifically valid than quantitative research.

Ans: F Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: What Are the Primary Methods Used in Sex and Gender Research?

Difficulty Level: Easy 4. One of the advantages of longitudinal studies is that they are not susceptible to thirdvariable problems.

Ans: F Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Comprehension Answer Location: Correlational Designs Difficulty Level: Medium 5. A well-conducted true experiment allows researchers to make causal inferences.

Ans: T Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: True Experimental Designs Difficulty Level: Easy 6. Qualitative methods emphasize individual experiences and subjective interpretations over the idea of objective reality.

Ans: T Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: Qualitative Research Methods Difficulty Level: Easy 7. The presence of a statistically significant difference tells you that there is a large effect size.

Ans: F Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 8. When there is a great deal of variability within groups then effect sizes tend to be smaller.

Ans: T Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Overlap and Variance

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium 9. A d of −1.12 is small effect size.

Ans: F Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Knowledge Answer Location: Effect Sizes Difficulty Level: Easy 10. Scientific positivism is the philosophical position that objective and value-free knowledge can be attained through empirical investigation.

Ans: T Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge Answer Location: How Do We Address Challenges in Sex and Gender Research?

Difficulty Level: Easy 11. Asking how negative stereotypes about women’s math abilities can artificially lower their math performance is a good example of someone operating from the female deficit model.

Ans: F Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Comprehension Answer Location: Identifying the Research Question Difficulty Level: Medium 12. Generalizing results from a sample composed entirely of men to all people is an example of androcentrism.

Ans: T Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Comprehension Answer Location: Designing the Study and Collecting Data Difficulty Level: Medium 13. Proponents of intersectionality argue that it is not meaningful to make comparisons between women and men without taking other identities such as race, class, or sexual orientation into consideration.

Ans: T Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Knowledge Answer Location: Designing the Study and Collecting Data

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 14. Over three quarters of effect sizes associated with sex differences in cognitive, social, and motor variables fall in the small or close to zero range.

Ans: T Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge Answer Location: Interpreting and Communicating the Results Difficulty Level: Easy 15. Emphasizing studies that focus on sex differences rather than similarities is an effective guideline for gender-fair research.

Ans: F Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Knowledge Answer Location: Guidelines for Gender-Fair Research Design Difficulty Level: Easy Short Answer 1. What is the difference between a maximalist and a minimalist approach to interpreting sex differences?

Ans: A maximalist approach emphasizes differences between sex groups and a minimalist approach emphasizes similarity.

Learning Objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Knowledge Answer Location: What Is the Meaning of Difference?

Difficulty Level: Easy 2. Name five steps in the scientific method in the order in which they typically occur.

Ans: Hypothesis generation, study design, data collection and analysis, results dissemination, and replication.

Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Knowledge Answer Location: The Scientific Method Difficulty Level: Easy 3. Briefly explain how the gender diagnosticity score offers a more multifaceted conceptualization of masculinity and femininity than previous measurements of these constructs.

Ans: Earlier conceptualizations of masculinity and femininity were criticized for being overly simplistic. The GD recognizes that individuals can possess both masculine and feminine traits. It also goes beyond an individual’s traits by taking into account interests,

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hobbies, everyday activities, and sexual orientation. It has been shown to do a better job at predicting gender-related outcomes.

Learning objective: 2.1: Evaluate the meaning of sex differences.

Cognitive Domain: Comprehension Answer Location: Journey of Research: Conceptualizing and Measuring Masculinity and Femininity Difficulty Level: Medium 4. What two types of variance are especially relevant to the degree of overlap between two distributions? For each of these types of variance, do higher or lower degrees of variance contribute to a larger effect size?

Ans: Low within-group variance and high between-group variance contribute to a larger effect size.

Learning Objective: 2.3: Describe meta-analyses and explain how to interpret effect sizes of different magnitudes.

Cognitive Domain: Comprehension Answer Location: Overlap and Variance Difficulty Level: Medium 5. What is meant by researcher bias and participant bias?

Ans: Researcher bias refers to how researchers behave in subtle ways that influence the outcome of a study. Participant bias refers to how participants’ behaviors or responses may be influenced by what they think the researcher expects.

Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Knowledge Answer Location: What Are Some Biases Common in Sex and Gender Research?

Difficulty Level: Easy 6. Briefly describe postpositivism’s critique of scientific positivism.

Ans: Scientific positivism asserts that empirical investigation can provide value-free knowledge. Postpositivism argues that all empirical investigation is inherently flawed and subject to researcher bias.

Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Knowledge Answer Location: How Do We Address Challenges in Sex and Gender Research?

Difficulty Level: Easy Essay 1. Callie is interested in whether men are more likely to make eye contact with a male conversation partner than a female partner. She is also interested in whether the topic of conversation (masculine topic vs. feminine topic) affects the amount of eye contact men make with their conversation partner. She randomly assigns 200 male participants to interact with either a male or female conversation partner (played by a research

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assistant) and to either discuss a masculine (sports) or feminine (childcare) topic for 5 min. Research assistants then time eye contact duration for each participant over the 5min window. Identify each of the following: The general method used by the researcher, the independent and dependent variables, the number of conditions or study groups, and whether or not Callie can make causal inferences from her results. Why or why not can Callie infer causality from this design? Are there any possible interaction effects and how do you know?

Ans: This is a true experiment because the researcher manipulates and has experimental control over the independent variables while randomly assigning participants to one of the four conditions. The IVs are the sex of the interaction partner and the topic of conversation. The DV is eye contact duration. Callie can make causal inferences because this is a true experiment with manipulation, control, and random assignment. There is a possible interaction effect between the sex of the conversation partner and the topic of conversation.

Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Analysis Answer Location: Studying Sex and Gender Difficulty Level: Medium 2. What are the pros and cons of quantitative versus qualitative research designs? How do mixed method approaches incorporate the advantages of both approaches?

Ans: Varies. Quantitative designs allow researchers to translate observations into numeric variables that can be analyzed to determine whether the strength of relationships is greater than one would expect from chance alone. They also allow researchers to establish cause and effect relationships. However, quantitative results lack context and an in-depth understanding of how participants thought about the questions and concepts relevant to the study. Qualitative methods provide data on people’s subjective experiences and can be used to better represent the experiences of marginalized groups by better communicating their voices. Mixed methods approaches allow researchers to take advantage of the contextual detail of qualitative data to shape their research questions and designs while using quantitative methods to numerically describe relationships between variables and to determine causality.

Learning Objective: 2.2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.

Cognitive Domain: Analysis Answer Location: What Are the Primary Methods Used in Sex and Gender Research?

Difficulty Level: Medium 3. Describe three stages of the scientific process that are vulnerable to bias. Describe an example for each.

Ans: Varies. Identifying the research question: Gender differences in social roles may prompt researchers to focus more on how mothers balance work and family obligations without asking the same of fathers. Designing studying data: Androcentrism may prompt researchers to make generalizations to all people from samples consisting entirely of men. Interpreting and communicating the results: Maximalist approaches may prompt

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researchers to overly emphasize sex differences that actually consist of small effect sizes and largely overlapping distributions.

Learning Objective: 2.4: Analyze methodological challenges and biases in sex and gender research.

Cognitive Domain: Analysis Answer Location: What Are Some Biases Common in Sex and Gender Research?

Difficulty Level: Medium 4. Describe three possible guidelines for encouraging gender-fair research design.

Ans: Varies. Student answers might include (1) researchers should work to eliminate sex bias from sampling and always report the demographic characteristics of the sample. They should not generalize from single-sex samples and be diligent in recording demographic characteristics, (2) researchers should use precise, nongender biased terminology when describing the participants and findings. They should avoid androcentric terms and avoid interpreting findings within a female deficit model. (3) Researchers should not exaggerate the prevalence and magnitude of sex differences.

Journals should place equal emphasis on publishing research on sex similarities rather than privileging studies showing sex differences. Researchers should clarify the difference between statistical and practical significance and report effect sizes. (4) Researchers should not imply or state that sex differences are due to biological causes when biological factors have not been properly tested.

Learning Objective: 2.5: Explain the principles of gender-fair and inclusive research, and describe issues of diversity in sex and gender research.

Cognitive Domain: Analysis Answer Location: Guidelines for Gender-Fair Research Difficulty Level: Medium

Chapter 3: The Nature and Nurture of Sex and Gender Test Bank Multiple Choice 1. As early as 1993, Biologist Ann Fausto-Sterling argued what about biological sex?

A. that at least five or more biological sexes should be recognized B. that the cultural tendency to view sex as binary is largely correct C. that there are actually three biological sexes D. that the concept of biological sex is meaningless Ans: A Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: The Nature and Nurture of Sex and Gender Difficulty Level: Easy

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2. Each method of sex verification testing in athletics has shortcomings because ______.

A. biological sex is irrelevant to athletics B. there are actually three distinct sexes C. sex falls along a continuum from consistently female to consistently male D. there are no reliable hormonal differences between males and females Ans: C Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: The Nature and Nurture of Sex and Gender Difficulty Level: Medium 3. A gene-by-environment interaction occurs when ______.

A. a genetic tendency emerges only under certain environmental circumstances B. environmental factors influence personality regardless of genetic makeup C. genetic predispositions emerge across different environments D. environments pressure the selection of specific genes and traits Ans: A Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Knowledge Answer Location: Gene-by-Environment Interactions Difficulty Level: Easy 4. Which of the following is the best example of a passive gene-by-environment interaction?

A. a genetically aggressive person choosing to consume violent media B. a child with an active temperament who elicits rough-and-tumble play from his peers C. genetically athletic parents who begin athletic training for their children at an early age D. strengthened neural connections due to early experiences of aggressive play Ans: C Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Comprehension Answer Location: Gene-by-Environment Interactions Difficulty Level: Medium 5. Which of the following is the best example of nurture (environmental factors) influencing nature (biological differences)?

A. naturally artistic parents exposing their children to the arts at an early age B. the finding that girls who experience higher family stress tend to have an earlier age of menstruation C. the relationship between violent media exposure in childhood and aggression in adulthood

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D. a genetically shy person deliberately choosing quieter environments Ans: B Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Comprehension Answer Location: Gene-by-Environment Interactions Difficulty Level: Medium 6. The findings from Caspi and colleagues’ (2003) longitudinal study on the environmental and genetic roots of depression best support which of the following interpretations?

A. Certain genetic predispositions make depression inevitable.

B. Genetic vulnerabilities and stressful environments combine to influence the prevalence of depression.

C. People suffering from depression most likely had frequent, highly stressful experiences early in life.

D. Depression spreads throughout social environments via emotional contagion.

Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Gene-by-Environment Interactions Difficulty Level: Medium 7. The study of biological mechanisms that guide whether or not certain genes get expressed or activated is called ______.

A. epigenetics B. meta-genetics C. eugenics D. genetics Ans: A Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Epigenetics Difficulty Level: Easy 8. Which of the following is being studied to examine the ways in which bacteria and other microbes in human bodies influence physical and mental health, memory, attention, and even attraction and mating?

A. genetics B. hormones C. gut–brain axis D. nerve–brain axis Ans: C

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Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: The Microbiome Difficulty Level: Easy 9. The complex series of processes that unfolds as embryos transition into an individual with male, female, or intersex genitalia is called ______.

A. sex selection B. sex differentiation C. gender assignment D. genderization Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: How Do Nature and Nurture Shape Sex Differentiation?

Difficulty Level: Easy 10. Which of the following best describes what determines a person’s biological sex?

A. their external genitalia B. the specific combination of sex chromosomes (e.g., XX and XY) C. a combination of chromosomes, genes, hormones, and internal and external sex organs D. the combination of sex chromosomes and the external genitalia they produce Ans: C Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 11. What type of chromosome contains genes that code for attributes such as eye color, hair color, and height?

A. allosome B. autosome C. unisome D. sex chromosomes Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 12. Which of the following is TRUE of chromosomes in the human body?

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A. Every somatic cell contains 26 unpaired chromosomes.

B. All but one chromosome or chromosome pair are nonsex chromosomes.

C. Reproductive cells contain paired chromosomes.

D. Sperm cells provide a Y chromosome during fertilization.

Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 13. At the genetic level alone, female and male are defined by ______.

A. the presence of androgen B. the presence of estrogen C. the presence or absence of an X chromosome D. the presence or absence of a Y chromosome Ans: D Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 14. The ______ is(are) the sex organ(s) responsible for producing sex cells and hormones.

A. gonads B. genitalia C. genital ridge D. genital tubercle Ans: A Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 15. The gonads of female and male embryos begin to differ by sex in the ______ of development.

A. third month B. second trimester C. first week D. sixth week Ans: D Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge

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Answer Location: Typical Sex Differentiation Difficulty Level: Easy 16. Which of the following is TRUE regarding the role of hormones in sex differentiation?

A. The genital ridge develops into male internal genitalia in the absence of androgens.

B. Gonads begin producing hormones by about the first week of gestation.

C. In genetic females, the ovaries produce many hormones prenatally.

D. Androgens initiate the biological masculinization in male genitalia.

Ans: D Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Typical Sex Differentiation Difficulty Level: Medium 17. Which of the following best describes sex differences in the production of testosterone?

A. Testosterone is the male hormone while estrogen and progesterone are the female hormones.

B. Both sexes produce testosterone, but males produce much more during certain phases of development.

C. Sex differences in testosterone are a common misconception. Both sexes produce equal amounts of testosterone.

D. At certain phases of development, males produce more testosterone, but in other phases, females produce far more.

Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Typical Sex Differentiation Difficulty Level: Medium 18. Which of the following chromosomal condition is typically represented with a female gender identity, fertile, taller than average, and female-typical anatomy and an increased risk for learning disabilities?

A. Turner’s syndrome B. Triple X syndrome C. Klinefelter syndrome D. Jacob’s syndrome Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Intersex Conditions Difficulty Level: Easy

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19. Based on both atypical and typical chromosomal patterns, what relationship appears to exist between chromosomal patterns and gender identity?

A. The presence of a Y chromosome strongly predicts a male gender identity.

B. The presence of an X chromosome strongly predicts a female gender identity.

C. The presence of a third chromosome predicts male gender identity.

D. People with atypical chromosomal patterns tend to identify as female.

Ans: A Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Intersex Conditions Difficulty Level: Medium 20. Which of the following is TRUE of genetic females with congenital adrenal hyperplasia (CAH)?

A. They often undergo feminization surgery of their genitalia in infancy.

B. Most ultimately identify as male.

C. They play with female-typical toys more than their sisters without a clash.

D. They show high levels of satisfaction with their sex assignment.

Ans: A Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Intersex Conditions Difficulty Level: Medium 21. People with conditions that make the cells of the body less responsive to androgens tend to ______.

A. only affect the gender identity of females B. appear female at birth and develop a female gender identity C. develop gender identities inconsistent with their genetic sex if female D. be born with enlarged genitalia Ans: B Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Intersex Conditions Difficulty Level: Medium 22. Which of the following is TRUE of the relationship between culture and the experiences of intersex individuals?

A. Intersex individuals are at increased risk of violence in any culture.

B. Western countries tend to be more inclusive of intersex individuals.

C. All cultures tend to respond to intersexuality in the same manner.

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D. Social and legal exclusion of intersex individuals is unrelated to violence toward them.

Ans: A Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Comprehension Answer Location: Intersex Conditions Difficulty Level: Medium 23. ______ refers to the binary sex that doctors and parents perceive as the best option for newborn infants whose genitalia appear atypical.

A. Optimal sex B. Target sex C. Biological sex D. Socialized sex Ans: A Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Optimal Sex Difficulty Level: Easy 24. John Money’s optimal sex policy at Johns Hopkins University reflected his belief that ______.

A. gender identity is primarily driven by genetic sex B. gender identity doesn’t begin forming until adolescence C. social factors can override any role that biology plays in gender identity D. physical appearance may not be consistent with assigned sex Ans: C Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Optimal Sex Difficulty Level: Medium 25. Professionals today reject optimal sex policies on ethical grounds. Which of the following recommendations would professionals most likely to make to parents who give birth to an intersex child?

A. consider surgery to ensure the physical appearance is consistent with assigned sex B. offer treatments to ensure typical hormone levels for the child C. recommend postponing any treatments until the child becomes old enough to contribute to the decision D. advise parents to select the sex and raise their child as that sex Ans: C Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

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Cognitive Domain: Application Answer Location: Optimal Sex Difficulty Level: Hard 26. Which of the following best describes the case story of David Reimer, a genetic boy raised a girl?

A. Reimer’s story is a perfect example of John Money’s views on gender identity.

B. Reimer’s story indicates that gender identity cannot be entirely shaped by socialization.

C. Reimer experienced no psychological trauma from being raised as a girl.

D. Reimer’s story is inconsistent with larger studies of intersex individuals.

Ans: B Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 27. The Meyer-Bahlburg (2005) study of genetic males who were raised as female found that ______.

A. 0.6% experienced symptoms of gender dysphoria B. they were 37 times more likely to be transgender than the U.S. population as a whole C. most failed to develop the female gender identity they were socialized to adopt D. chromosomes and hormones are a more dominant influence upon gender identity than socialization Ans: B Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 28. Which best describes the implications of the Meyer-Bahlburg (2005) study (examining genetic males raised as females) for the nature versus nurture debate as it relates to the development of gender identity?

A. Biological variables are a stronger influence than socialization.

B. Chromosomes and hormones rarely override the influence of socialization and rearing.

C. It is not possible to distinguish between biological (nature) and social (nurture) variables when studying gender identity development.

D. Nurture variables (e.g., rearing) have strong effects upon gender identity, but they can be overridden by nature variables (e.g., chromosomes and hormones).

Ans: D Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Analysis

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Answer Location: Gender Identity Difficulty Level: Medium 29. A(n) ______ is a statistic that specifies the proportion of total population variance in a given trait that is due to genetic differences among the people in the population.

A. genetic effect size B. inherited ratio C. epigenetic variance D. heritability estimate Ans: D Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 30. What does it mean if the heritability estimate of conscientiousness in a population is .27?

A. Out of 100 people, approximately 27 will have inherited traits for high conscientiousness.

B. Twenty-seven percent of an individual’s conscientiousness traits are explained by their genes.

C. Genes explain 27% of the population variance in conscientiousness.

D. Twenty-seven percent of the population will have conscientiousness traits explained entirely by their genes.

Ans: C Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 31. Heritability estimates are calculated by ______.

A. comparing the similarity of monozygotic and dizygotic twins B. correlating the presence of specific genes with traits in a population C. manipulating the social environment in which dizygotic twins are raised D. administering hormones to one twin in a monozygotic pair Ans: A Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 32. Studies providing heritability estimates for gender identity suggest that ______.

A. biological factors primarily contribute to gender identity status

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B. social factors primarily contribute to gender identity status C. the heritability of gender identity is similar to the heritability of major personality traits D. socialization determines gender identity but only in the presence of specific chromosomal and hormonal patterns Ans: C Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 33. Which of the following is TRUE of studies examining the heritability of masculine and feminine traits?

A. For men, approximately 20%–48% of their masculine traits is explained by genes.

B. Feminine traits are more heritable than masculine traits.

C. They find no genetic influences on sex-typed preferences for toys among children.

D. Around 65%–67% of the population variance in feminine and masculine traits is explained by social and environmental factors.

Ans: D Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 34. In a review of longitudinal studies, White et al. (2016) found what effects of hormone treatments among Transwomen and Transmen?

A. Transmen showed significant declines in their physical health.

B. Both transmen and transwomen showed significant decreases in anxiety and depression.

C. Transwomen showed increased rates of depression while transmen showed decreased rates.

D. Hormone treatments had no effects on mental health.

Ans: B Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Confirmation Procedures Difficulty Level: Easy 35. Gender confirmation procedures refer to ______.

A. a set of procedures (e.g., surgery) designed to align one’s physical body with gender identity B. psychological treatment designed to change one’s gender identity to be consistent with biological sex C. feminization or masculinization procedures given to intersex infants at birth

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D. the process of determining and assigning gender to newborns Ans: A Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Confirmation Procedures Difficulty Level: Easy 36. Which of the following is TRUE of sex differences in brain size?

A. Female brains are on average 11% larger in volume than males.

B. Women tend to have larger frontal pole cortexes (responsible for planning and decision making).

C. Women tend to have large left hippocampus (responsible for memory, learning, and emotion).

D. Women’s left hemispheres are slightly larger when body size is taken into account.

Ans: B Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Brain Difficulty Level: Easy 37. MRI allows researchers to look at brain ______ and fMRI allows them to examine brain ______.

A. activity; function B. activity; hormones C. hormones; function D. structures; activity Ans: D Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Brain Difficulty Level: Easy 38. What is meant by neural plasticity?

A. the various stages of neural development from birth to early adulthood B. the vulnerability of specific brain structures to hormonal imbalances C. the brain’s ability to generate new neurons in adulthood D. the brain’s ability to reorganize physically in response to life experiences and environmental factors Ans: D Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Brain

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Difficulty Level: Easy 39. Lotze et al. (2019) found that, compared to women, men tend to show greater volume in the left amygdala (a part of the limbic system involved in processing and expressing emotions, especially fear). What can be concluded from this finding?

A. Sex differences in fear expression are more driven by nature than nurture.

B. Men tend to have better memories of highly emotional experiences.

C. Men will generally feel more afraid than women.

D. This finding alone is not indicative of any meaningful sex differences in emotional experiences.

Ans: D Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Application Answer Location: Sex Differences in the Brain Difficulty Level: Hard 40. When Cordelia Fine introduced the concept of neurosexism in her 2010 book, Delusions of Gender, what did she mean by it?

A. People tend to interpret neuroscience research in ways that reinforce gender stereotypes.

B. The field of neuroscience is unwelcoming to female colleagues.

C. The bulk of sex differences in brain structures actually give women a slight cognitive edge.

D. Studying sex differences in neuroanatomy is inherently damaging to women’s progress.

Ans: A Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Knowledge Answer Location: Neuroscience or Neurosexism?

Difficulty Level: Easy 41. According to evolutionary psychology, in what contexts should sex differences emerge?

A. in domains in which women and men historically faced different adaptive problems B. for behaviors that are rewarded differently for men and women by cultures C. in traits that only helped males or females attract as many mates as possible D. for capacities that helped detect predators and immediate threats in the environment Ans: A Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer Location: Evolutionary Psychology Difficulty Level: Medium

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42. Throughout evolutionary history, women have faced unique challenges when it comes to ______ while men have faced the challenge of ______.

A. foraging; hunting B. paternity uncertainty; commitment to children C. bearing children; paternity uncertainty D. spatial reasoning; linguistics Ans: C Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Easy 43. Which of the following traits is the best example of a trait that would give an organism a competitive edge with respect to intrasexual selection?

A. the ornate, colorful plumage of peacocks B. the head-butting horns of bighorn sheep C. the manes of lions D. the elaborate songs and whistles of birds Ans: B Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Application Answer Location: Evolutionary Psychology Difficulty Level: Hard 44. For what reason does evolutionary psychology argue women are more selective than men when choosing mates?

A. Women have low expectations for their enjoyment of sexual intimacy.

B. Women have to invest more in producing offspring.

C. Women can never be completely sure who the father of their child is.

D. Women’s roles in human societies tend to be less risky and allow them to take their time in selecting mates.

Ans: B Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer location: Evolutionary Psychology Difficulty Level: Medium 45. Relative to women, men tend to prefer mates who are ______, while women tend to value ______ more than men.

A. high status; sense of humor B. educated; physical attractiveness C. young; sexual fidelity D. physically attractive; access to resources

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Ans: D Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Easy 46. According to evolutionary psychology, which quality should both sexes be equally likely to rate as essential in a mate?

A. assertiveness B. emotional stability C. attractiveness D. social status Ans: B Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer Location: Evolutionary Psychology Difficulty Level: Medium 47. Evolutionary psychology faces a challenge to its scientific merit because ______.

A. the theory of natural selection has undergone recent revisions as our understanding of genetics has advanced B. it does not contribute any meaningful hypotheses regarding same-sex relationships C. its predictions can be speculative and difficult to test empirically D. there is evidence of increased bias in the field of evolutionary psychology Ans: C Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer Location: Evolutionary Psychology Difficulty Level: Medium 48. According to biosocial constructionist theory, the key to understanding sex differences and similarities between men and women is ______.

A. the division of labor in society B. to examine the different problems men and women faced in ancient cultures C. how early childhood experiences affect the prevalence of different hormones during development D. to examine how men and women respond to social hierarchies in modern society Ans: A Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer Location: Biosocial Constructionist Theory Difficulty Level: Medium

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49. Contemporary Western societies have seen decreases in physically demanding jobs and increases in cognitively oriented jobs. What outcome does biosocial constructionist theory predict this change would have upon sex differences?

A. It should reinforce gender stereotypes as women and men are free to pursue their preferences.

B. Women should see increases in their intellectual abilities relative to men.

C. Men should become more competitive as the job market is more saturated.

D. Expectations for women to stay in child-rearing and nurturing social roles should decrease.

Ans: D Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Application Answer Location: Biosocial Constructionist Theory Difficulty Level: Hard 50. Which of the following best describes a key difference in the predictions made by evolutionary psychology and biosocial constructionist theory?

A. Biosocial constructionist theory argues that changes in cultural gender stereotypes can occur more rapidly than evolutionary psychology predicts.

B. Biosocial constructionist theory posits that sex differences are affected by both biology and culture whereas evolutionary psychology does not.

C. Evolutionary psychology predicts sex differences in the volume of brain structures, but this is inconsistent with biosocial constructionist theory.

D. Evolutionary psychology predicts sex differences in assertiveness and risk-taking, while biosocial constructionist theory argues there are no differences in psychological variables.

Ans: A Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Analysis Answer Location: Biosocial Constructionist Theory Difficulty Level: Medium True/False 1. Epigenetics research demonstrates that a mother’s diet, sleep patterns, or stress levels during pregnancy may affect gene expression in her offspring.

Ans: T Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Comprehension Answer Location: Epigenetics Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

2. The story of David Reimer, a genetic boy raised as a girl, is consistent with John Money’s assumption that nurture overrides nature in determining individuals’ gender identity.

Ans: F Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Comprehension Answer Location: Gender Identity Difficulty Level: Medium 3. There is little cultural variability in the treatment and acceptance of intersex and transgender individuals.

Ans: F Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: The Nature and Nurture of Sex and Gender Difficulty Level: Easy 4. Most scientists today agree that nurture rather than nature is the primary factor influencing sex and gender.

Ans: F Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Comprehension Answer Location: Nature Versus Nurture or Nature and Nurture?

Difficulty Level: Medium 5. By looking at either external genitalia or sex chromosomes, scientists can accurately determine a person’s sex.

Ans: F Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 6. Throughout most of childhood, boys and girls do not differ much in their hormone levels.

Ans: T Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

7. Genetic males with complete androgen insensitivity typically develop a female gender identity.

Ans: T Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Intersex Conditions Difficulty Level: Easy 8. Gender identity is roughly as heritable as major aspects of personality.

Ans: T Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Identity Difficulty Level: Easy 9. White et al.’s (2016) longitudinal study of transgender people seeking gender confirmation procedures found that initiating hormone treatments increased anxiety and depression symptoms.

Ans: F Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Knowledge Answer Location: Gender Confirmation Procedures Difficulty Level: Easy 10. The sizes of brain structures are reliable predictors of meaningful behavioral and psychological sex differences.

Ans: F Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Brain Difficulty Level: Easy 11. Sex differences in brain structures are indicative of innate, biological differences between female and male individuals.

Ans: F Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Comprehension Answer Location: Equating the Brain With “Nature” Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

12. According to evolutionary psychology, paternity uncertainty is a primary reproductive problem that men have adapted to.

Ans: T Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Easy 13. Eagly and Wood (1999) find that cultures with high gender equality exhibit smaller sex differences in mating preferences based on status and earning potential.

Ans: T Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Easy 14. According to biosocial constructionist theory, sex differences in traits related to warmth and assertiveness emerge from how societies divide labor.

Ans: T Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Biosocial Constructionist Theory Difficulty Level: Easy 15. Biosocial constructionist theory argues that sex differences in psychological factors such as personality traits, mating preferences, and jealousy are not genetically heritable.

Ans: T Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Knowledge Answer Location: Biosocial Constructionist Theory Difficulty Level: Easy Short Answer 1. What is meant by a gene-by-environment interaction?

Ans: A gene-by-environment interaction occurs when a tendency emerges only under certain environmental circumstances or when an environment shapes traits or behavior only for individuals with a particular genetic makeup.

Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Gene-by-Environment Interactions Difficulty Level: Easy 2. Briefly describe how epigenetics explains why identical twins, who are typically genetic copies of each other, nonetheless differ in subtle ways.

Ans: Epigenetic marks are molecular structures that activate or deactivate genes. As the environments of identical twins diverge, epigenetic markers may activate different genes in their cells.

Learning Objective: 3.1: Explain how nature and nurture interactively contribute to the development of sex and gender.

Cognitive Domain: Comprehension Answer Location: Epigenetics Difficulty Level: Medium 3. What is the difference between autosomes and allosomes?

Ans: Autosomes are nonsex chromosomes that contain genes that code for attributes such as eye color, hair color, and height. Allosomes are sex chromosomes that contain genes that code for sex.

Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 4. During what periods of development are there NO sex differences in the presence of testosterone?

Ans: From about the 24th week of gestation until puberty, except for a 6-month period immediately after birth in which boys’ testosterone levels surge briefly.

Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Typical Sex Differentiation Difficulty Level: Easy 5. Briefly describe Congenital Adrenal Hyperplasia (CAH). How is the gender identity of genetic females with CAH similar to or different from non-CAH females?

Ans: CAH is a condition in which the body over manufactures androgens. Genetic females with CAH typically identified as female but they show less satisfaction with their sex assignment and more male-typical gender identity than non-CAH females.

Learning Objective: 3.2: Explain how chromosomes, genes, and hormones shape sex differentiation in both typical and atypical (intersex) cases.

Cognitive Domain: Knowledge Answer Location: Intersex Conditions Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

6. Juan is reading an academic article claiming that the heritability of intelligence is approximately 63%. He interprets this as meaning that in explaining the average person’s intelligence, roughly 63% of that person’s intelligence is inherited or caused by their genes. It is Juan’s interpretation correct? Why or why not?

Ans: No, heritability estimates indicate the percentage of population variance on a trait that is explained by genes, not an individual’s score on that trait.

Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Application Answer Location: Gender Identity Difficulty Level: Hard 7. Describe a few qualities human males evolved to give them an upper hand in intersexual selection and explain why they are examples of intersexual selection specifically.

Ans: Examples include qualities such as physical size, greater strength, and competitive and aggressive tendencies because these qualities helped men to win competitions for mating opportunities against other men.

Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Comprehension Answer Location: Evolutionary Psychology Difficulty Level: Medium Essay 1. Consider both John Money’s optimal sex policy and the case story of David Reimer.

Are the assumptions of John Money’s policy consistent or inconsistent with David Reimer’s experience? What does each imply about the role of nature and nurture in determining individuals’ gender identity? Provide an example of how John Money’s might recommend parents respond to the birth of an intersex child. Lastly, indicate whether or not David Reimer’s story might suggest recommendations different from John Money’s optimal sex policy.

Ans: John Money assumed that nurture is stronger than nature in determining individuals’ gender identity. He claimed that a child born with visually atypical genitals could be raised successfully as either female or male, contingent upon strong and consistent socialization pressure from parents and the surrounding environment. David Reimer was a genetic boy raised as a girl following a botched circumcision that accidentally removed most of his penis. However, David never felt like a girl growing up and later adopted a male gender identity. David’s experience suggests that nature can sometimes override nurture in determining gender identity, thus it is inconsistent with John Money’s optimal sex policy. John Money would recommend parents of intersex children to decide either to raise their child as a male or female from birth. David’s experience suggests that determining gender identity is more complex than socialization alone can explain and that it may be best to wait until the child is old enough to contribute to decisions about their sex assignment.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 3.3: Analyze the biological and sociocultural factors that shape sex assignment and gender identity.

Cognitive Domain: Analysis Answer Location: Optimal Sex Difficulty Level: Medium 2. Does the existence of sex differences in brain structure necessitate a stronger role of nature than nurture in causing these differences? Explain why or why not. Discuss both neural plasticity and dynamic systems theory in your answer.

Ans: According to dynamic systems theory, sex differences in the brain, body, and behavior are small-to-nonexistent at birth and grow larger over time through dynamic interactions between caregivers and infants. The gender expectations of caregivers shape how they treat their infants (e.g., vocalizing more in response to female infants), which, in turn, shapes the brain development of their infants, leading to larger sex differences over time. Thus, the brain’s plasticity renders it modifiable by the different expectations and patterns of reward cultures impart upon boys and girls from a young age.

Learning Objective: 3.4: Evaluate evidence for sex differences in the brain and the prevalence of neurosexism.

Cognitive Domain: Analysis Answer Location: Equating the Brain with “Nature” Difficulty Level: Medium 3. Explain both evolutionary psychology’s and biosocial constructionist theory’s accounts of the role of nature and nurture in sex differences. Discuss where their predictions about sex differences diverge.

Ans: Evolutionary theorists tend to view the human brain as a fossil that represents adaptations to conditions that occurred tens of thousands of years ago, which means that recent changes in occupational or social roles should not change our fundamental psychology much. They propose that sex differences in tendencies such as mating preferences, competitiveness, sexual jealousy, and nurturance are genetically coded at the species level and therefore unlikely to change over the short term. Biosocial constructionist theorists assume that sex differences in psychological factors such as personality traits, mating preferences, and jealousy are not genetically heritable. From this view, sex differences in psychological variables are determined by how labor is divided in society, which is partly determined by biological sex differences in physical strength and size. Therefore, they would predict that changes in social roles can create rapid changes in the psychology of men and women, resulting in changes in cultural gender stereotypes.

Learning Objective: 3.5: Examine the roles of nature and nurture in theories of the origins of sex differences.

Cognitive Domain: Analysis Answer Location: Biosocial Constructionist Theory Difficulty Level: Medium

Chapter 4: Gender Development

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Test Bank Multiple Choice 1. One study in the 1970s (and replicated in the 1990s) asked parents to rate their newborn infants on a series of adjectives. Researchers found that parents ______.

A. used a larger number of adjectives when describing boys than girls B. rated boys as stronger and more coordinated than girls C. accurately accounted for gender differences in infants’ physical traits D. rely on bottom-up perceptions rather than top-down stereotypes Ans: B Learning Objective: 4.1: Explain how gender stereotypes influence expectant parents and early child development.

Cognitive Domain: Knowledge Answer Location: How Central Are Sex and Gender in Early Development?

Difficulty Level: Easy 2. According to Quinn and colleagues (2002), what is the first social category infants recognize?

A. sexual orientation B. sex C. family D. race Ans: B Learning Objective: 4.1: Explain how gender stereotypes influence expectant parents and early child development.

Cognitive Domain: Knowledge Answer Location: How Central Are Sex and Gender in Early Development?

Difficulty Level: Easy 3. Major theories of gender development fall into two broad categories: ______ and ______.

A. social learning; cognitive B. social learning; neurological C. neurological; cognitive D. comparative; social learning Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: What Are the Major Theoretical Approaches to Gender Development?

Difficulty Level: Easy 4. A study examining the influence of parents and peers upon gender development would most likely come from the ______ perspective.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. cognitive B. comparative C. neurological D. social learning Ans: D Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: What Are the Major Theoretical Approaches to Gender Development?

Difficulty Level: Hard 5. Which of the following best describes what Walter Mischel (1966) meant by the term sex-typing?

A. the process by which individuals acquire gendered behavior patterns through social reward and punishment B. the process by which hormones cause sexual differentiation during early childhood C. the different rates of cognitive development among boys and girls that produce gender stereotypes D. the rigid categorization of infants into binary sex categories Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 6. Based on research studying the influence of parents in gender socialization, which of the following findings would you expect to find?

A. Children raised by same-sex parents are more likely to endorse traditional gender stereotypes.

B. Bedroom furnishings and toys of young children are just as gender-typed today as they were over 40 years ago.

C. Parents divide household chores evenly among boys and girls.

D. Parents are less flexible in allowing girls to pursue behavior associated with a sex other than their own.

Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Hard 7. Little Jonny’s parents always smile at him when they see him roughhousing with his friends. Which element of social learning theory is this an example of?

A. reinforcement B. punishment

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. imitation D. observation Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Hard 8. In which of the following ways do children raised by lesbian parents differ from children with parents of both sexes?

A. They tend to have reduced psychological adjustment or well-being.

B. They are more artistic and score higher on openness to experience.

C. They are more likely to be transgender.

D. They endorse less traditional gender stereotypes.

Ans: D Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 9. Which of the following would be an example of a parent–child interaction?

A. parents buying Barbies and pink toys for their daughters because of gendered expectations B. sons exhibiting rougher play following encouragement from their father C. sons receiving harsher discipline because they do not respond to gentle punishment D. daughters learning to internalize failure based on feedback from their parents Ans: C Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Hard 10. Which of the following describes how having siblings influences gender development?

A. Children without siblings exhibit the most gender-typical behavior.

B. Children with or without siblings exhibit the same degree of gender-typical behavior.

C. Children with older siblings of the opposite gender display the most gender-typical behavior.

D. Children with older siblings of the same gender display the most gender-typical behavior.

Ans: D Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Comprehension Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Medium 11. Children’s peer and friendship circles tend to ______.

A. be segregated by sex for only about a quarter of the time B. encourage gender-typical behaviors when sex-segregated C. be segregated by sex due to the preferences of adults and teachers D. increase productivity in school when sex-segregated Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 12. Which of the following is true of the representation of girls and women in children’s media?

A. In the 1990s, roughly two thirds of lead characters in children’s books were female.

B. Gender bias in favor of male characters is less pronounced in nonhuman animal characters.

C. Gender bias in favor of male characters is unique to Western cultures.

D. Coloring books contain more male than female lead characters.

Ans: D Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 13. What have researchers using preferential looking techniques discovered regarding toy preferences in young infants?

A. Infants as young as 3–8 months prefer looking at gender-typical toys.

B. Infants show no preference for gender-typical toys.

C. Infants fixate longer on gender-atypical toys.

D. Infants are quicker to identify an object as a gender-atypical than as gender-typical.

Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Medium 14. Cognitive theories differ from social learning theories in that cognitive theories focus more on ______.

A. the external forces that influence children’s identities and behaviors

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. individual-level attitudes than group-level stereotypes C. top-down processes rather than bottom-up processes D. the internal, mental changes children undergo as they understand their world Ans: D Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Cognitive Theories Difficulty Level: Medium 15. According to cognitive developmental theory, what is the causal relationship between gender identity and gender-typical behaviors?

A. Rewards for gender-typical behavior cause children to develop gender identity.

B. The emergence of gender identity causes children to perform gender-typical behavior.

C. The relationship between gender identity and gender-typical behavior is explained by a third variable--the presence or absence of androgens.

D. Gender identity only indirectly produces gender-typical behavior by creating expectations in parents.

Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Cognitive-Developmental Theory Difficulty Level: Medium 16. According to cognitive developmental theory, what is the sequence in which children’s understanding of gender develops?

A. gender identity → gender stability → gender constancy B. gender identity → gender constancy → gender stability C. gender constancy → gender stability → gender identity D. gender stability → gender constancy → gender identity Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Cognitive-Developmental Theory Difficulty Level: Medium 17. A mental structure for organizing networks of information about gender is called a gender ______.

A. category B. script C. module D. schema Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Gender Schema Theory Difficulty Level: Easy 18. According to Sandra Bem (1983), what is the difference between someone who is gender schematic versus someone who is gender aschematic?

A. Someone who is gender schematic is more likely to use gender as a way of understanding and organizing the world.

B. People who are gender aschematic do not strongly identify with any gender.

C. Being gender aschematic entails holding strong, gendered attitudes that are atypical and inconsistent with gender norms.

D. A person who relies heavily on gender schematic processing thinks about gender in a more logical and deductive fashion.

Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Gender Schema Theory Difficulty Level: Easy 19. Which of the following would you predict to be TRUE of someone who is gender aschematic?

A. They will be able to identify faces as masculine or feminine more quickly than the average person.

B. Attempts to prime gender stereotypes will have smaller effects upon their judgments and behavior.

C. They will be more likely to experience gender dysphoria.

D. Witnessing gender-atypical behavior will be especially surprising to them.

Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: Gender Schema Theory Difficulty Level: Hard 20. Bigler and Liben (2007) propose ______, a variant of gender schema theory that emphasizes how groups influence the formation of children’s gender stereotypes and prejudices.

A. comparative intergroup theory B. developmental relations theory C. intergroup stereotypes theory D. developmental intergroup theory Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Developmental Intergroup Theory Difficulty Level: Easy 21. Researchers manipulating the salience of sex as a grouping dimension in children’s classrooms have found that increasing the salience of sex leads to which of the following?

A. increased playtime with other-sex peers B. increased in-group bias C. decreased enjoyment of recreational activity D. decreased gender stereotyping Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Developmental Intergroup Theory Difficulty Level: Medium 22. According to the gender self-socialization model, what type of person will be most likely to develop gendered self-views?

A. someone who identifies strongly with their sex and endorses gender stereotypes B. someone who rejects gender stereotypes but identifies strongly with their sex C. someone who does not identify strongly with their sex but endorses gender stereotypes D. someone who rejects gender stereotypes and does not identify strongly with their sex Ans: A Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Application Answer Location: Gender Self-Socialization Model Difficulty Level: Hard 23. Social learning theories may be criticized for characterizing children as ______, while cognitive theories receive criticism for de-emphasizing the role of ______.

A. more intelligent learners than they really are; biological factors B. prejudiced and dependent on stereotypes; social roles C. passive recipients of their environment; culture D. cognitive misers; education Ans: C Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Evaluating Social Learning and Cognitive Theories Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

24. Liben’s (2017) perspective would suggest which of the following about gender development?

A. Children develop gender because their beliefs guide their actions and their interpretations of the world.

B. Children develop gender through a complex and dynamic interaction between children and their environments.

C. Children develop gender because they imitate others and receive reinforcement.

D. Children develop gender due to societal pressures and media influences.

Ans: B Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Evaluating Social Learning and Cognitive Theories Difficulty Level: Medium 25. Which of the following is consistent with Milton Diamond’s (2006) biased-interaction theory?

A. Biological factors predispose individuals to display temperaments that are classified as masculine or feminine.

B. Gender identity emerges from imitating parents.

C. Children begin assessing their similarity to other “boys” and “girls” primarily in puberty.

D. Biological factors do not play a significant role in gender identity.

Ans: B Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Comprehension Answer Location: Biological and Social Contributions to Gender Nonconformity Difficulty Level: Medium 26. Olson and colleagues’ (2015) study of transgender children between the ages of 5 and 12 discovered what about prepubertal transgender identity?

A. Transgender girls reported more masculine toy preferences than cisgender girls.

B. Transgender and cisgender children look very similar on measures for play preferences.

C. Transgender boys explicitly report masculine play preferences but implicitly prefer feminine play activities.

D. Transgender identities are more authentic in transgender girls than in transgender boys.

Ans: B Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Knowledge Answer Location: Nonconforming Identities and Milestones Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

27. Research has demonstrated what about the capacities of young, prepubertal children to develop stable transgender identities?

A. Most children do not have an understanding of gender that is nuanced enough to identify a lack of fit between their felt and assigned gender category.

B. Even at a young age, some children may develop a clear and consistent sense of themselves as belonging to a gender group that differs from their assigned sex.

C. While young children may identify that their assigned gender does not fit their experiences, they lack the cognitive resources to maintain a stable transgender identity.

D. Children’s gender identity is determined entirely by feedback from their parents and authority figures.

Ans: B Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Comprehension Answer Location: Nonconforming Identities and Milestones Difficulty Level: Medium 28. Which of the following is true of risks faced by gender-nonconforming children?

A. Gender-nonconforming girls are at a higher risk for negative gender stereotyping from adults compared to gender-nonconforming boys.

B. Gender-nonconforming youth are more likely to be the targets of harassment and abuse from peers.

C. Gender-nonconforming girls are at especially high rates of rejection and bullying from peers compared to gender-nonconforming boys.

D. Gender-nonconforming girls suffer greater increases in risks of depression than gender-nonconforming boys.

Ans: B Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Knowledge Answer Location: Nonconforming Identities and Milestones Difficulty Level: Easy 29. In Western cultures, what are some of the outcomes of undergoing early puberty for girls--white girls in particular?

A. increased popularity and self-esteem B. negative body image, depression, and engagement in risky behaviors C. increased academic success and participation in extracurricular activities D. a lack of social resources and smaller circles of friends Ans: B Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Puberty and the Transition to Young Adulthood Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

30. In Western cultures, what are some of the outcomes of undergoing early puberty for boys?

A. increased popularity and self-esteem B. negative body image, depression, and engagement in risky behaviors C. increased academic success and participation in extracurricular activities D. a lack of social resources and smaller circles of friends Ans: A Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Puberty and the Transition to Young Adulthood Difficulty Level: Easy 31. McHale and colleagues ‘(2005) study of Mexican American families found what regarding parental double standards in affording freedoms to sons and daughters?

A. Parents gave sons more privileges and freedoms but also more chores.

B. Parents afforded sons more freedom regardless of their views on gender roles.

C. Traditional parents allowed adolescent daughters fewer privileges.

D. The double standard disappeared after researchers controlled for socioeconomic status.

Ans: C Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 32. Research shows that parents and young adults emphasize different criteria for determining when adolescents become adults. For example, parents might place more emphasis on ______, whereas young adults are more likely to emphasize ______.

A. avoiding juvenile misbehavior; getting married B. finishing college; having children C. biological changes; refraining from binge drinking D. having children; biological changes Ans: A Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Comprehension Answer Location: Relationships With Parents Difficulty Level: Medium 33. Conflicts between daughters and sons and their parents tend to be highest ______.

A. in emerging adulthood B. in early adolescence C. immediately prior to the onset of puberty

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. when they move from their parent’s house Ans: B Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 34. In the West, what are the long-term effects of parental tendencies to support or undermine adolescents’ expressions of autonomy?

A. Respecting adolescents’ opinions and positions predicts stronger relationship skills in adulthood.

B. Supporting adolescents’ autonomy predicts greater academic and career success.

C. Strict, authoritative parenting predicts greater respect and care for others later in life.

D. Strict parental control predicts increased risks of depression and anxiety disorders.

Ans: A Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 35. Compared to the West, collectivist cultures are more likely to interpret strict parenting as ______.

A. condescending B. warm and caring C. effective in boys but not girls D. harsh and cruel Ans: B Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 36. Which of the following is true of dating and cross-sex relationships in adolescence?

A. Mixed sex friendships decrease from sixth grade to ninth grade.

B. Adolescent boys report more same-sex relationships than adolescent girls.

C. The percentage of adolescents who report experiencing a romantic relationship in the past 18 months is around 70% at age 12.

D. Around 3.5% of adolescent girls report a same-sex relationship in the past 18 months.

Ans: D Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge

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Answer Location: Friendship, Dating, and Social Networking Difficulty Level: Easy 37. In what ways do young women and young men use social networking sites differently?

A. Women are more likely to post photos of large groups of female friends whereas men are more likely to post photos of pairs of friends.

B. Men are more likely to use social networks to stay in touch with old and distant friends.

C. Women use more exaggerated emotional tones when communicating online.

D. Men are more likely to discuss society and abstract problems.

Ans: D Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Friendship, Dating, and Social Networking Difficulty Level: Easy 38. Jean Twenge found what trend in gendered self-views across the years 1974– 1994?

A. Men’s self-views became more agentic.

B. Men’s self-views became more communal.

C. Women’s self-views became more agentic.

D. Women’s self-views became more communal.

Ans: C Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Gendered Self-Views Across Time and Cultures Difficulty Level: Easy 39. Sex differences in gendered self-views are larger in cultures that have more gender equality. How do Guimond and colleagues (2007) explain this counterintuitive finding?

A. People make more cross-sex self-comparisons in cultures high in gender equality.

B. People are freer to express their true values and attitudes in cultures high in gender equality.

C. Cultures low in gender equality also tend to be collectivistic.

D. Differences in the gene pool of European and non-European samples.

Ans: A Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Comprehension Answer Location: Gendered Self-Views Across Time and Cultures Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

40. Sex differences in gendered self-views are larger in cultures that have more gender equality. Which of the following is consistent with this finding?

A. Men are less communal than women but this difference is smallest in European countries.

B. Women are more aggressive than men in countries low on gender equality but are less aggressive than men in countries high on gender equality.

C. Men score higher on assertiveness than women, but only in countries low on gender equality.

D. Women score higher than men on warmth, and this difference is largest in the West.

Ans: D Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Comprehension Answer Location: Gendered Self-Views Across Time and Cultures Difficulty Level: Medium 41. Heilman and Okimoto (2007) discovered that perceivers rate agentic women leaders less favorably than they rate agent take male leaders, but this difference disappears when ______.

A. the male and female leaders have equivalent qualifications B. perceivers learn that the agentic female leader has children C. examining cultures high in gender equality D. perceivers are primed with images of female leaders Ans: B Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Man Difficulty Level: Easy 42. Which of the following expectations of women has been shown to produce feelings of shame and low self-esteem when they feel they haven’t lived up to this expectation?

A. that they should embrace communal and nurturing roles B. that they should exert time and effort into beautifying their appearance C. that they are less skilled in math D. that they are less athletic and physically capable Ans: B Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Man Difficulty Level: Easy 43. ______ refers to a culturally idealized vision of manhood that includes competition, aggression, success, and toughness.

A. Precarious manhood

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. Competitive masculinity C. Hegemonic masculinity D. Prodigious manhood Ans: C Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Man Difficulty Level: Easy 44. According to the precarious manhood hypothesis, there is a cross-cultural tendency to understand manhood as ______ and womanhood as ______.

A. dominant; submissive B. easy to lose; stable C. socially desirable; undesirable D. earned through agentic achievements; earned through communal achievements Ans: B Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Man Difficulty Level: Easy 45. Degendering theory proposes that ______.

A. gender is most central to the self in adulthood B. as people grow older, gender becomes a less central aspect of the self C. people are less likely to identify with any gender as gender equality increases D. sex differences become smaller as gender equality increases Ans: B Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Gendered Self-Views Difficulty Level: Easy 46. Longitudinal and cross-sectional studies find what evidence relevant to degendering theory?

A. Western countries have higher rates of people who identify as “agender.”

B. Older women are less likely to describe themselves as communal.

C. Sex differences increase in countries with greater gender equality.

D. Across all age groups, women rate themselves higher in communal traits and men rate themselves higher in agentic traits.

Ans: D Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Comprehension

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Gendered Self-Views Difficulty Level: Medium 47. One advantage that socialization processes afford women over men is ______.

A. women are mentally sharper in old age B. men lose power and influence more quickly as they grow older C. women are more self-reliant in old age D. women become more likable as they grow older relative to men Ans: C Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Women’s Gender Advantage?

Difficulty Level: Easy 48. The idea behind the double standard of aging is that ______.

A. women’s social value declines with age but men’s increases B. older women are viewed as more warm but older men are viewed as more agentic C. men fear growing older but women do not D. women are viewed as more competent as they grow older but men are less competent Ans: A Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: The Double Standard of Aging Difficulty Level: Easy 49. Researchers examining the double standard of aging have found which of the following?

A. Men are perceived to be “old” at a younger age.

B. Evaluations of women’s competence decline more with age.

C. Evaluations of men’s likeability decrease more sharply with age.

D. Men express more concerns about physical health as they grow older.

Ans: D Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: The Double Standard of Aging Difficulty Level: Easy 50. Which of the following is an advantage adults report during gender development later in life?

A. overall decreases in sex differences on personality traits B. internalization and acceptance of gender roles C. increased independence from social relationships

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D. relief from gendered expectations and responsibilities Ans: D Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: The Double Standard of Aging Difficulty Level: Easy True/False 1. A cisgender girl understands that she will grow up to be a “mommy” rather than a “daddy,” before she understands that a man wearing a dress does not turn him into a woman.

Ans: T Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Cognitive Developmental Theory Difficulty Level: Easy 2. Adolescents who identify as lesbian or gay at age 15 are much more likely than their heterosexual peers to display cross-gender play preferences between the ages of 2 and 5.

Ans: T Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Knowledge Answer Location: Biological and Social Contributions to Gender Nonconformity Difficulty Level: Easy 3. In Western cultures, early puberty is related to more negative outcomes among girls-particularly White girls--than it is among boys.

Ans: T Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Puberty and the Transition to Young Adulthood Difficulty Level: Easy 4. Parents tend to accurately predict sex differences among their infant children.

Ans: F Learning Objective: 4.1: Explain how gender stereotypes influence expectant parents and early child development.

Cognitive Domain: Comprehension Answer Location: How Central are Sex and Gender in Early Development Difficulty Level: Medium

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5. Childhood friends are typically the first source of socialization teaching gender norms to children.

Ans: F Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 6. Parents are generally less flexible in allowing boys than girls to pursue cross-gender behavior.

Ans: T Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 7. Children spend most of their playtime with gender-typical toys.

Ans: F Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 8. People who are gender aschematic are especially likely to use gendered concepts as a way of understanding and organizing the world.

Ans: F Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Gender Schema Theory Difficulty Level: Easy 9. Cognitive theories of gender development emphasize the influence of behavioral models and reinforcement from peers and authority figures.

Ans: F Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: Evaluating Social Learning and Cognitive Theories Difficulty Level: Medium

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10. Transgender identity in prepuberty children is problematic because children tend to be either confused or simply pretending to be another gender.

Ans: F Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Knowledge Answer Location: Nonconforming Identities and Milestones Difficulty Level: Easy 11. Among more traditional families, parents tend to allow adolescent daughters fewer freedoms compared to sons.

Ans: T Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 12. In Western cultures, when parents negotiate conflicts by supporting adolescents’ autonomy, they display stronger relationship skills as they enter adulthood.

Ans: T Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Knowledge Answer Location: Relationships With Parents Difficulty Level: Easy 13. Overall, perceivers tend to rate agentic female leaders less favorably than they rate agentic male leaders, but this difference goes away if perceivers learn that the female leader has children.

Ans: T Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Manhood Difficulty Level: Easy 14. Across culture, manhood is typically conceptualized as a stable social status that emerges inevitably from biological changes.

Ans: F Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Cultural Ideals of Womanhood and Manhood Difficulty Level: Easy

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15. Elderly men tend to be viewed as more idle and weak compared to elderly women, who are viewed as relatively more resourceful and strong.

Ans: T Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Knowledge Answer Location: Women’s Gender Advantage?

Difficulty Level: Easy Short Answer 1. Briefly describe the difference in how social learning theories and cognitive theories, and explain children acquire gendered beliefs and preferences.

Ans: Social learning theories emphasize how external factors such as socialization cause children to develop gender, while cognitive theories emphasize how children’s growing cognitive abilities lead them to develop gender.

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Comprehension Answer Location: What Are the Major Theoretical Approaches to Gender Development?

Difficulty Level: Medium 2. Being raised by same-sex parents has what (if any) effects upon the development of gender identity, sexual orientation, and beliefs about gender stereotypes?

Ans: Children of same-sex parents develop gender identity and sexual orientations similarly to children of heterosexual parents. However, children of lesbian parents endorse fewer gender stereotypes.

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 3. Across television programs and advertisements, how do portrayals of male and female characters tend to differ from one another?

Ans: Male characters are portrayed in more active and leadership roles, and female characters are more likely to be portrayed in a sexualized manner.

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Easy 4. Describe the difference between someone who relies on gender schematic processing versus someone who is gender aschematic.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: People who rely on gender schematic processing are especially likely to notice gender and use it as a way of understanding the world. In contrast, those who do not use gender as a dimension for interpreting the world are referred to as gender aschematic.

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Knowledge Answer Location: Gender Schema Theory Difficulty Level: Easy 5. What did Kristina Olson and colleagues (2015) find when they compared transgender children with cisgender children, and what do these findings say about the ability of prepubertal children to establish stable, transgender identities?

Ans: On both self-report and implicit measures, transgender children associate themselves just as strongly as cisgender children do with concepts that match their gender identity. This suggests that transgender children do have genuine, stable gender identities.

Learning Objective: 4.3: Describe the experiences of gender-nonconforming children and the factors underlying gender nonconformity in childhood.

Cognitive Domain: Comprehension Answer Location: Nonconforming Identities and Milestones Difficulty Level: Medium 6. Barb is investigating how threats to manhood and womanhood affect men and women, respectively. She conducts an experiment where at a certain point, male participants receive feedback that they are not “real men.” Similarly, female participants received feedback that they are not “real women.” She then measures participants’ anxiety levels. Predict what effect this feedback will have for the male and female participants according to the precarious manhood hypothesis. Explain why the precarious manhood hypothesis leads to your prediction.

Ans: The precarious manhood hypothesis would predict that the feedback threatening men’s manhood would increase their anxiety levels significantly more than the feedback threatening women’s “womanhood” would increase their anxiety levels. This is because according to the precarious manhood hypothesis, there is a cross-cultural tendency to define manhood as hard to earn, easy to lose, and requiring continual validation.

Whereas womanhood is more commonly conceptualized as a stable social status.

Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Application Answer Location: Cultural Ideals of Womanhood and Manhood Difficulty Level: Hard 7. Describe how strict, authoritative parenting is perceived in both individualistic and collectivistic cultures.

Ans: Adolescents in Western and individualistic cultures often equate strict parental control with rejection and respond more favorably to permissive parenting. In contrast,

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

in collectivistic cultures, strict parental control is expected and respected, and adolescents in such cultures interpret strict parenting as a sign of warmth and caring.

Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Comprehension Answer Location: Relationships With Parents Difficulty Level: Medium Essay 1. What is the relationship between sex differences in gendered self-views and the gender equality of a given culture? Provide a concrete example of what is meant by this relationship. How do Guimond and colleagues (2007) propose we interpret this relationship?

Ans: Sex differences in young adults’ gendered self-views are larger in cultures that have more gender equality. For example, although women score higher than men on warmth, and men score higher than women on assertiveness, these sex differences are larger in European and North American cultures than they are in African and Asian cultures. Serge Guimond and his colleagues propose that people learn about their standing on traits by comparing themselves to different groups of people. In cultures characterized by greater gender equality, women and men are more likely to compare themselves to peers of all sexes. Conversely, in cultures that are lower in gender equality, people tend to live more sex-segregated lives and cross-sex social comparisons are relatively rare. For example, since women are less aggressive than men, on average, a woman who determines her own aggressiveness by comparing to women and men may conclude that she is low on aggression. In more traditional cultures, a woman who compares herself only to other women may end up concluding that she is average on aggression Learning Objective: 4.4: Explain how sex and gender influence biological, social, and identity changes in adolescence and emerging adulthood.

Cognitive Domain: Analysis Answer Location: Gendered Self-Views Across Time and Cultures Difficulty Level: Medium 2. Sex differences in toy preferences emerge consistently, early, and across cultures.

What are the two explanations for these differences described in the text? Describe evidence for each of these explanations and detail at least one specific study in your explanation.

Ans: Sex differences in toy preferences may reflect children’s natural preferences but they may also be the result of exposure to media images, toy ads, and other socialization forces. Examples of specific evidence and studies will vary. For example, students could describe research on preferential looking that finds infants prefer looking at gender-typical toys as young as 3–8 months. They can also describe research on rhesus monkeys that finds similar toy preferences based on sex in the absence of entertainment media and toy ads. In support of socialization, they might describe how gender affects how parents treat their children early in development, for instance, Rubin

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et al. (1974) find that parents’ descriptions of their newborns are already affected by gender stereotypes.

Learning Objective: 4.2: Differentiate social learning and cognitive theories of gender development.

Cognitive Domain: Analysis Answer Location: Social Learning Theories and Sources of Socialization Difficulty Level: Medium 3. Describe what is meant by the “double standard of aging.” Discuss the evidence for and/or against it. Do men and women each face unique double standards of aging? If so, why?

Ans: The “double standard of aging’ refers to the idea that women’s social value tends to decline with age as their beauty and sexual appeal fades, while men’s value increases with age as their life experience and social status increase. Students’ responses should include some evidence that is consistent with this idea. For example, women are perceived to be “old” at a younger age than men are, and evaluations of women’s likability decrease more with age than they do for men. Self-reports also reveal that women tend to view aging as having a more negative impact on their appearance than men do; women report feeling more invisible as their youth fades whereas men report feeling a more distinguished appearance. Students’ responses should also include evidence that is inconsistent with the double standard of aging. For example, evaluations of men’s competence decline more with age than do evaluations of women’s competence, and men express concerns for their declining physical health.

This suggests that double standards of aging may affect both women and men in domains that are especially relevant to their gender roles: likability and appearance for women, and competence for men.

Learning Objective: 4.5: Evaluate how cultural ideals and gender shape people’s experiences in middle and late adulthood.

Cognitive Domain: Analysis Answer Location: The Double Standard of Aging Difficulty Level: Medium

Chapter 5: The Contents and Origins of Gender Stereotypes Test Bank Multiple Choice 1. MacNell and colleagues (2015) manipulated whether students in an online anthropology course were told their instructor was male or female. What was the outcome of this manipulation?

A. Men rated the instructor more favorably when they were told he was male, but women showed the opposite pattern.

B. Student evaluations were affected by the actual sex of the instructor but not by the perceived sex.

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C. Instructors were rated as more warm and friendly when perceived to be female.

D. Instructors were rated as more effective when perceived to be male.

Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Contents and Origins of Gender Stereotypes Difficulty Level: Easy 2. Which of the following is the most likely the explanation of the evidence presented by MacNell and colleagues’ (2015) study on gender bias in teaching evaluations?

A. Gender bias in teaching evaluations is driven by explicit, conscious sexism.

B. Instructor evaluations are biased by gender stereotypes outside of students’ awareness.

C. Bias in evaluations favoring men is mainly driven by the attitudes of male students.

D. Individualistic, Western culture increases gender bias in teaching evaluations favoring men.

Ans: B Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: The Contents and Origins of Gender Stereotypes Difficulty Level: Medium 3. Which of the following best matches the definition of stereotypes?

A. attitudes toward individuals B. attitudes toward groups C. feelings toward individuals D. feelings toward groups Ans: B Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: What Are the Contents and Structure of Gender Stereotypes?

Difficulty Level: Easy 4. Which of the following is one of Deaux and Lewis’s (1984) proposed four components of gender stereotypes?

A. verbal characteristics B. intelligence C. physical abilities D. physical appearance Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: What Are the Contents and Structure of Gender Stereotypes?

Difficulty Level: Easy 5. ______ is(are) a defining feature of stereotyping.

A. Generalizing from traits assigned at the group level to individuals B. Negative affect C. Unfavorable trait ascriptions D. Explicit, conscious awareness of group-level attitudes Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: What Are the Contents and Structure of Gender Stereotypes?

Difficulty Level: Easy 6. While on average women are rated more highly than men on traits such as ______, men are rated more highly on ______.

A. effectiveness; competitiveness B. emotional sensitivity; cooperativeness C. competence; agreeableness D. kindness; assertiveness Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Application Answer Location: Communion and Agency Difficulty Level: Hard 7. Where do women as a group fall on dimensions of communion and agency relative to other social groups?

A. average on both communion and agency B. slightly below average on communion and well below average on agency C. very high on communion and moderately high on agency D. very high on communion but slightly below average on agency Ans: C Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Stereotype Content Model Difficulty Level: Easy 8. Williams and Best (1990) found what about the generalizability of the stereotype content model across culture?

A. Across all cultures, stereotypes toward men tended to be more favorable.

B. Men and women were stereotyped as being the most alike in European countries.

C. Eastern cultures have the most positive stereotypes toward women.

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D. Women are consistently associated with communal traits and men with agentic traits.

Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Stereotype Content Model Difficulty Level: Easy 9. Haines and colleagues (2016) present evidence that gender stereotypes in the United States have followed what trend from 1983 to 2016?

A. Gender stereotypes have grown weaker.

B. Gender stereotypes have grown stronger.

C. The strength of gender stereotypes has fluctuated following a parabolic function.

D. The strength of gender stereotypes has not changed.

Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Stereotype Content Model Difficulty Level: Easy 10. What is meant by the “women-are-wonderful effect?”

A. Stereotypes of women tend to be rated as more favorable than stereotypes of men.

B. Women are more likely to be rated high on both communal and agentic traits.

C. Women are less likely to be blamed than men for the same transgressions.

D. The halo effect causes more positive evaluations of women generalized from physical attractiveness.

Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Women-Are-Wonderful Effect Difficulty Level: Easy 11. Which of the following have researchers found as a downside or limitation of the “women-are-wonderful effect?”

A. Nontraditional women are stereotyped as more warm relative to other social groups.

B. Working-class women are stereotyped as lower in both communion and agency than middle-class women.

C. Men are perceived as more moral because of their stereotyped agency.

D. Men are more liked than women because of their stereotyped agency.

Ans: B Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Women-Are-Wonderful Effect

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Difficulty Level: Easy 12. When Terri Conley (2013) asked Blacks, Asian Americans, and Latinx individuals about their attitudes toward white women, she found that people of color stereotype white women as ______.

A. dumb and sexually easy B. intelligent and beautiful C. bossy and condescending D. nitpicky and conscientious Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Women-Are-Wonderful Effect Difficulty Level: Easy 13. Which of the following social groups should, on average in the United States, be rated highest on communal traits?

A. white women B. Black women C. women with low socioeconomic status D. white men Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: The Women-Are-Wonderful Effect Difficulty Level: Medium 14. Thomas Eckes (2002) compared subgroups of male and female participants on communal and agentic traits finding that ______.

A. sex differences on communal and agentic traits are consistent across subgroups B. many subgroups of men and women are stereotyped differently than men and women as a whole C. thinking about subgroups, rather than men or women as a whole, increases the use of gender stereotypes D. individuals identify belonging to a small number of subgroups Ans: B Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Subgroups and Intersectionality Difficulty Level: Easy 15. Research shows that ______ is an effective strategy for increasing tendencies to view people as unique individuals, as similar to ourselves, and to like them.

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A. considering the multiple subgroups that people belong to B. describing people in agentic rather than communal traits C. stereotyping people according to superordinate rather than subordinate identities D. participating in intergroup competitions Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: Subgroups and Intersectionality Difficulty Level: Medium 16. What describes the stereotypes applied to someone who belongs to multiple subordinate groups, each with their own stereotypes?

A. They reflect a sum of the stereotypes of each of their group identities.

B. The stereotypes associated with the group of the highest power to which they belong carry the most weight.

C. Stereotypes for people with crosscutting identities, especially those which occupy multiple subordinate groups, contain more unique traits.

D. Conflicting stereotypes tend to balance each other out resulting in less extreme trait ascriptions.

Ans: C Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: Subgroups and Intersectionality Difficulty Level: Medium 17. Which of the following groups will be stereotyped most similarly to men overall?

A. white men B. Black men C. Middle Eastern men D. Latino men Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Application Answer Location: Subgroups and Intersectionality Difficulty Level: Hard 18. Stereotypes about Middle Eastern men have fewer unique traits than stereotypes about Middle Eastern women. What is the cause of this finding according to intersectional theory?

A. Middle Eastern women are ascribed both communal and agentic traits, whereas Middle Eastern men are only ascribed agentic traits.

B. People’s views of Middle Eastern men are especially rigid and simplistic.

C. Middle Eastern women fulfill more roles in society than Middle Eastern men.

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D. Middle Eastern men are more likely to serve as the group prototype because they hold more power than Middle Eastern women.

Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: Subgroups and Intersectionality Difficulty Level: Medium 19. Which of the following is TRUE of stereotypes about transgender people?

A. Transwomen stereotypes are largely consistent with stereotypes about cisgender women.

B. Transwomen are stereotyped as more androgynous.

C. Transgender people are stereotyped with mostly positive attributes.

D. Nonbinary people are stereotyped as lacking sex drives.

Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Transgender Stereotypes Difficulty Level: Easy 20. Which stereotype do gay men share with heterosexual men?

A. assertiveness B. extroversion C. competitiveness D. sexual promiscuousness Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation Stereotypes Difficulty Level: Easy 21. Which of the following groups tend to evoke the most negative stereotypes overall in terms of sexual orientation?

A. heterosexual women B. gay men C. lesbian women D. bisexual people Ans: D Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation Stereotypes Difficulty Level: Easy

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22. Matsick and Conley (2016) discovered that members of the LGBQT community hold unique stereotypes about heterosexual men and women. For example, heterosexual men were stereotyped as ______, while heterosexual women were stereotyped as ______.

A. appearance obsessed; intolerant B. unintelligent; ignorant C. macho; hyperfeminine D. efficient; caring Ans: C Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation Stereotypes Difficulty Level: Easy 23. Which of the following explanations of the origins of gender stereotypes is most consistent with evolutionary psychology?

A. People associate men with competitive and dominant traits because of their high social status in society.

B. Men are prone to risk-taking because society rewards risky behavior in men more than women.

C. People infer women are nurturing because they observe them caring for children more than men.

D. People associate men with assertiveness because such traits facilitated man’s likelihood of reproducing.

Ans: D Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Medium 24. Which of the following theories argues that stereotypes attributing high agency to men are the result of intrasexual competition for mates?

A. biosocial constructionist theory B. evolutionary psychology C. social role theory D. genetic recapitulation Ans: B Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Easy 25. Social role theory proposes that gender stereotypes ultimately originate from ______.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. sex-based divisions of labor B. modern depictions of gender roles in the media C. hormonal differences between males and females D. the unique adaptive problems faced by males and females Ans: A Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Easy 26. Which of the following describes the results from Eagly and Steffen’s (1984) test of social role theory?

A. Participants relied on gender stereotypes regardless of the target’s occupation.

B. Participants rated women as higher on communion across conditions.

C. Information about the target’s job overrides gender stereotypes.

D. Men were rated higher on agency than women in business occupations.

Ans: C Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Medium 27. Labor statistics indicate that Black men are overrepresented in roles such as athletes and laborers. According to findings from social role theory, about what correlation should exist between the ratings of these occupations on communion/agency and the communion/agency traits ascribed to Black men?

A. R = −.70 B. R = .20 C. R = .70 D. R = .00 Ans: C Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Application Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Hard 28. Which of the following theories suggests that men and women are genetically disposed toward displaying different personality traits?

A. biosocial constructionist theory B. evolutionary psychology C. social role theory D. genetic recapitulation Ans: B Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Where Do Gender Stereotypes Come From?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 29. Which of the following theories would predict the slowest and smallest changes in gender stereotypes over time?

A. biosocial constructionist theory B. evolutionary psychology C. social role theory D. genetic recapitulation Ans: B Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Application Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Hard 30. Which of the following theories proposes that gender stereotypes ultimately originate from physical differences between men and women but rejects genetically based sex differences in personality?

A. biosocial constructionist theory B. evolutionary psychology C. social role theory D. genetic recapitulation Ans: A Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Medium 31. Traits such as athletic, self-reliant, and rational are examples of ______ for men.

A. gender proscriptions B. gender prescriptions C. sex differences D. gender schemas Ans: B Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: What Are Some Consequences of Gender Stereotyping?

Difficulty Level: Easy 32. The status incongruity hypothesis argues that gender role violating women are viewed negatively because they ______.

A. are less warm and affable B. justify gender hierarchies and the unjust status quo C. are incongruous with the low social status that women are expected to have D. threaten men’s feelings of economic security Ans: C

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Comprehension Answer Location: What Are Some Consequences of Gender Stereotyping?

Difficulty Level: Medium 33. Which of the following is an example of stereotype threat?

A. participants rating a Black male as more threatening and intimidating than a white male B. a female performing worse in an online video game following a reminder that few women play the game C. police officers targeting suspects based on race D. feelings of anxiety that result from being in the presence of racial out-groups Ans: B Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Application Answer Location: What Are Some Consequences of Gender Stereotyping?

Difficulty Level: Hard 34. ______ refers to when members of negatively stereotyped groups feel anxiety about the possibility of confirming negative group stereotypes.

A. Self-fulfilling prophecy B. Stereotype threat C. Discrepancy accuracy D. Prototype anxiety Ans: B Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: What Are Some Consequences of Gender Stereotyping?

Difficulty Level: Easy 35. Halpern and colleagues (2011) found what about the accuracy of gender stereotypes for cognitive tasks?

A. Stereotypes accurately reflect the size of sex differences but not the direction.

B. People tend to overestimate the size of sex difference in cognitive abilities.

C. Gender stereotypes about cognitive abilities are largely accurate for direction.

D. Stereotypes are accurate for boys’ cognitive abilities but not for girls.

Ans: C Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Cognitive Stereotypes Difficulty Level: Easy

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36. Researchers assess stereotype accuracy with respect to both ______ and ______.

A. strength; validity B. validity; reliability C. consistency; discrepancy D. discrepancy; direction Ans: D Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Challenges: Defining “Reality” and Accuracy Difficulty Level: Easy 37. Which of the following best describes Löckenhoff and colleagues (2014) findings regarding stereotype accuracy for personality traits?

A. Stereotypes for men’s traits are accurate but not for women.

B. Stereotypes are accurate for communal traits but not for agentic traits.

C. Stereotypes overestimate the size of sex differences in personality.

D. Stereotypes are correct for direction and display good discrepancy accuracy.

Ans: D Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Personality Stereotypes Difficulty Level: Easy 38. Holleran and colleagues found that gender stereotypes are inaccurate for which of the following traits/behaviors?

A. talkativeness B. extroversion C. interruptions D. verbal ability Ans: A Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Nonverbal and Verbal Communication Stereotypes Difficulty Level: Medium 39. Swim (1994) examined the rank-order accuracy of gender stereotypes, allowing her to test whether ______.

A. the direction (i.e., favoring men vs. favoring women) of stereotypes is accurate B. some stereotypes are more central to people’s judgmental than others C. certain stereotypes are more accurate than others D. people understand that sex differences are larger in some domains than others Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Stereotypes Across Multiple Domains Difficulty Level: Medium 40. When it comes to judging which sex differences tend to be largest and which tend to be smallest, people are ______.

A. poor judges B. reasonably accurate C. biased according to their own gender D. motivated to rate differences that favor men as larger than differences that favor women Ans: B Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Stereotypes Across Multiple Domains Difficulty Level: Easy 41. Which of the following is TRUE regarding gender stereotype accuracy across the domains of personality, cognitive ability, and communication?

A. Stereotypes are accurate for personality but not for cognitive abilities.

B. Stereotypes are only accurate for women in the domain of communication.

C. The evidence for stereotype accuracy in a statistical sense is mixed across all domains.

D. In general, gender stereotypes for direction, discrepancy, and rank order are fairly statistically accurate across all three domains.

Ans: D Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Stereotypes Across Multiple Domains Difficulty Level: Easy 42. Based on Cuddy and colleagues’ (2015) analysis of cross-culture gender stereotypes, you might predict that ______ are stereotyped as relatively high in social sensitivity ______.

A. women; in Japan B. men; in the United States C. men; in South Korea D. women; across all cultures Ans: C Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Application

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: So How Universal Are Gender Stereotypes Really?

Difficulty Level: Hard 43. Cuddy and colleagues’ (2015) reanalysis of Williams and Best’s (1990) crosscultural data on gender stereotypes revealed what subtle pattern?

A. Gender differences in stereotypes are larger in countries with low socioeconomic status.

B. Men are stereotyped as holding the most culturally valued traits.

C. Women are stereotyped as more agentic than men in Western cultures that score highest on gender egalitarianism.

D. Stereotypes are most accurate in collectivist cultures.

Ans: B Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: So How Universal Are Gender Stereotypes Really?

Difficulty Level: Medium 44. Cuddy and colleagues’ (2015) analysis suggests what about the relationship between gender stereotypes and systems of status and power across cultures?

A. The contents of gender stereotypes work against systems of power in countries that value communal roles.

B. Groups with little power are stereotyped as communal to keep them out of agentic roles.

C. High-status groups are attributed more agency to rationalize their role as leaders.

D. Dominant groups are ascribed the most valued traits to justify status differences.

Ans: D Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Comprehension Answer location: So How Universal Are Gender Stereotypes Really?

Difficulty Level: Medium 45. The stereotype content model proposes what two dimensions of evaluation dominate group stereotypes?

A. morality and agency B. agency and communion C. sociability and intelligence D. extroversion and neuroticism Ans: B Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer location: The Stereotype Content Model Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

46. The interpersonal process--in which a stereotype shapes how group members are treated, which then yields outcomes that “prove” the stereotype true--is referred to as ______.

A. subtyping B. confirmation bias C. stereotype threat D. a self-fulfilling prophecy Ans: D Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer location: Confirming Negative Stereotypes Difficulty Level: Easy 47. Suppose a math teacher stereotypes male students as better at math than female students, and this in turn causes the teacher to give more attention to male students.

This ultimately results in male students performing better in the teacher’s class than female students. This is an example of ______.

A. subtyping B. confirmation bias C. stereotype threat D. a self-fulfilling prophecy Ans: D Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Application Answer Location: Confirming Negative Stereotypes Difficulty Level: Hard 48. Which of the following reasons most likely explains why there is little research examining stereotypes of heterosexual women and men?

A. Because heterosexuality is the “normal” sexuality, and its stereotypes mimic those applied to women and men generally.

B. There is widespread bias against heterosexual women and men in academia.

C. Stereotypes toward heterosexuals are obvious, and research examining them would not make a substantial scientific contribution.

D. Stereotypes toward heterosexual men and women are weak and inconsistent.

Ans: A Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: Sexual Orientation Stereotypes Difficulty Level: Medium 49. Traits that society says women and men should exhibit are called gender ______, while traits that society disapproves of in women and men are called gender ______.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. stereotypes; prejudices B. prescriptions; proscriptions C. norms; anti-norms D. rewards; threats Ans: B Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: What Are Some Consequences of Gender Stereotyping?

Difficulty Level: Easy 50. What is the purpose of gender rules according to the status incongruity hypothesis (Rudman et al., 2012)?

A. to facilitate the division of labor in society B. to bring about social change and progress toward egalitarian goals C. to take advantage of men’s and women’s psychological and physical differences D. to justify and reinforce the unequal gender hierarchy Ans: D Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Penalizing Gender Role Violators Difficulty Level: Easy True/False 1. One defining characteristic of stereotypes is that they are conscious and explicit.

Ans: F Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: What Are the Contents and Structure of Gender Stereotypes?

Difficulty Level: Easy 2. Overall, the content of gender stereotypes is largely consistent across cultures.

Ans: T Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Communion and Agency Difficulty Level: Easy 3. Endorsement of gender stereotypes in the United States has weakened significantly over the past 30 years.

Ans: F

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Communion and Agency Difficulty Level: Easy 4. Favorable stereotypes about women as warm, nurturing, and generous are consistent across race and socioeconomic status.

Ans: F Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Women-Are-Wonderful Effect Difficulty Level: Easy 5. Stereotypes toward people who occupy multiple subordinate status categories (e.g., Black and Muslim) are simply the aggregate of the stereotypes toward each of the individual groups.

Ans: F Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Subgroups and Intersectionality Difficulty Level: Easy 6. Stereotypes of white women share more in common with stereotypes of women in general than do stereotypes of Black women.

Ans: T Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Subgroups and Intersectionality Difficulty Level: Easy 7. Modest men are viewed less favorably than modest women.

Ans: T Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Penalizing Gender Role Violators Difficulty Level: Easy 8. The effects of stereotype threat upon girls and women’s math performance are strongest in regions characterized by greater gender inequality.

Ans: T

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Confirming Negative Stereotypes Difficulty Level: Easy 9. Evolutionary psychology postulates that changes in gender stereotypes will occur more rapidly over time than biosocial constructionist theory predicts.

Ans: F Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Medium 10. Biosocial constructionist theory argues that gender stereotypes are ultimately the result of physical differences between men and women influencing how labor has been divided throughout history.

Ans: T Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Easy 11. Genetic predispositions among males and females to display different personality traits are consistent with social role theory.

Ans: T Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Easy 12. In general, gender stereotypes tend to be fairly statistically accurate.

Ans: T Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Are Gender Stereotypes Accurate?

Difficulty Level: Easy 13. People are reasonably accurate about the relative size of sex differences across domains (e.g., personality, cognitive abilities).

Ans: T Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Stereotypes Across Multiple Domains

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 14. Collectivist cultures are more likely to stereotype men as communal.

Ans: T Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: So How Universal Are Gender Stereotypes, Really?

Difficulty Level: Easy 15. Members of the LGBQT community hold the same stereotypes of heterosexual people as straight people do.

Ans: F Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation Stereotypes Difficulty Level: Easy Short Answer 1. Describe the “women are wonderful effect.” For what groups of women are this effect least likely to occur?

Ans: The “women are wonderful effect” refers to the observation that stereotypes typically applied to women are viewed more favorably than stereotypes typically applied to men. However, this does not hold true for nontraditional women, women of color, and women with low SES. Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Knowledge Answer Location: The Women-Are-Wonderful Effect Difficulty Level: Easy 2. Will Middle Eastern men or Middle Eastern women have more stereotypes in common with Middle Eastern people in general? Why is this the case?

Ans: Stereotypes of Middle Eastern men will share more in common with the stereotypes of Middle Eastern people in general than will Middle Eastern women. This is because higher status groups tend to serve as the prototype or most typical cognitive representation of a given category. Since men hold more status than women, Middle Eastern men serve as the cognitive prototype of Middle Eastern people in general.

Learning Objective: 5.1: Describe the contents and structure of gender stereotypes, especially in terms of the dimensions of agency and communion.

Cognitive Domain: Comprehension Answer Location: Subgroups and Intersectionality Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

3. Explain why, according to the status incongruity hypothesis, gender role violating women are viewed negatively.

Ans: The status incongruity hypothesis argues that the purpose of gender roles is to justify and reinforce unequal gender hierarchies in which men have higher status than women. When women display agentic traits, it raises questions about the legitimacy of the gender hierarchy which can create dissonance. To avoid these uncomfortable feelings, people punish women for displaying agentic traits.

Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Penalizing Gender Role Violators Difficulty Level: Easy 4. What is stereotype threat and under what conditions is it most likely to impact performance?

Ans: Members of negatively stereotyped groups often feel anxiety about the possibility of confirming negative stereotypes. This anxiety can then undermine performance and high-stakes testing situations. The effects of stereotype threat upon girls’ performance are largest in regions with greater gender inequality, such as Southern Europe and East Africa.

Learning Objective: 5.3: Discuss the social consequences of violating prescriptive and proscriptive gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Confirming Negative Stereotypes Difficulty Level: Easy 5. Briefly describe how biosocial constructionist theory relates to social role theory.

Ans: Biosocial constructionist theory is an extension of social role theory that argues human societies divided labor activities in a manner that maximizes efficiency. This produced sex-based divisions of labor based on physical differences between males and females, which in turn produced social roles associated with each gender.

Learning Objective: 5.3: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: Biosocial Constructionist Theory Difficulty Level: Medium 6. List and briefly explain the three different ways that researchers have assessed stereotype accuracy.

Ans: Researchers have examined the accuracy of stereotype direction (i.e., if people are accurate about which group has more of a given quality), discrepancy (i.e., whether people are accurate in perceiving the actual size of group differences), and rank order (i.e., If people understand which differences between groups are largest and smallest across a number of domains).

Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Application

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Are Gender Stereotypes Accurate?

Difficulty Level: Hard 7. What differences in gender stereotypes did Cuddy and colleagues (2015) find across individualistic and collectivist cultures?

Ans: The more individualistic the nation, the more people in that nation associated individualistic traits with men. Likewise, the more collectivist the nation, the more people in that nation associated collectivistic traits with men.

Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Comprehension Answer Location: So How Universal Are Gender Stereotypes, Really?

Difficulty Level: Medium Essay 1. Explain how evolutionary psychology, social role theory, and biosocial constructionist theory each account for the origins of gender stereotypes. Describe why the specific content of stereotypes applied to men and women (e.g., men as relatively high on agency and women relatively high on warmth) emerged according to each theory.

Ans: Evolutionary psychology argues that stereotypes are derived from genetically inherited traits and behaviors that women and men exhibit. Women and men evolved to have different personality and behavioral tendencies because they face different adaptive problems during humans’ ancestry. Since women must invest more in parenting, they evolved higher levels of traits that facilitate child-rearing such as empathy and sensitivity toward others. Men evolved higher traits of aggressiveness and strength because these increased their chances of winning intrasexual competitions.

These evolved differences are ultimately the source of gender stereotypes. Social role theory views gender stereotypes as arising from the types of social rules that women and men typically occupy. Stereotypes describing women as more nurturing exist because women have typically been assigned to domestic and child-rearing duties. Men are stereotyped as more agentic because they more typically occupy physically demanding and risky social roles. Biosocial constructionist theory extends social role theory by arguing that human societies divided labor activities in a manner that maximizes efficiency. This produced sex-based divisions of labor based on physical differences between males and females, which in turn produced social roles associated with each gender.

Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Analysis Answer Location: Where Do Gender Stereotypes Come From?

Difficulty Level: Medium 2. Describe the accuracy of gender stereotypes for the domains of personality, cognitive ability, and communication. Detail the results for discrepancy, direction, and rank order accuracy.

Ans: According to one study by Halpern and colleagues (2011), stereotypes regarding cognitive abilities accurately place girls and women ahead of boys and men on most

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

verbal tasks. They also accurately place boys and men ahead of girls and women on the majority of math and science tasks. However, people also tend to underestimate the size of real sex differences in some cognitive domains. Regarding the Big Five personality dimensions, people accurately stereotype women as higher than men on dimensions of extroversion related to warmth. They also accurately stereotype men as higher than women on dimensions of extroversion related to assertiveness. Overall, personality stereotypes are accurate for both direction and size in most cases.

Stereotypes for sex differences in communication (e.g., number of interruptions, likelihood to use hands while speaking) are also accurate in terms of direction with one exception: Women are stereotyped as talking more than men but no such sex difference in talkativeness exists. Finally, research on rank order accuracy has found that gender stereotypes offer reasonably accurate information about the relative sizes of sex differences across domains of personality, cognitive abilities, and communication.

Learning Objective: 5.4: Analyze research and perspectives on the accuracy of gender stereotypes.

Cognitive Domain: Knowledge Answer Location: Are Gender Stereotypes Accurate?

Difficulty Level: Easy 3. Describe the findings of Williams and Best’s (1990) cross-cultural analysis of gender stereotypes and its implications for the universality of gender stereotypes. Then, describe Cuddy and colleagues’ (2015) reanalysis of these data. Discuss its implications for the universality of gender stereotypes and how they may relate to systems of status and power.

Ans: Williams and Best (1990) presented university students in 27 different cultures with a list of 300 adjectives and asked them to indicate whether each adjective was associated more frequently with women or men. Across cultures, women were consistently associated with traits such as nurturance, agreeableness, and affection, while men were consistently associated with traits such as adventurousness, independence, and dominance. This suggests that gender stereotypes are somewhat universal across cultures. Cuddy and colleagues (2015) reanalyzed these data while selecting 21 traits clearly capturing individualism and 27 traits clearly capturing collectivism. They found that while only looking at these subsets of traits, the more individualistic the nation, the more people in that nation associated individualistic traits with men. Similarly, the more collectivistic the nation, the more people in that nation associated collectivistic traits with men. This suggests that the contents of stereotypes may not be as universal as the Williams and Best (1990) analysis originally indicated.

However, the tendency to ascribe a culture’s most desirable traits to the dominant sex was universal in Cuddy and colleagues’ reanalysis. This suggests that gender stereotypes may serve as a means by which high-status groups maintain power over low-status groups.

Learning Objective: 5.2: Evaluate the major theories of gender stereotypes.

Cognitive Domain: Analysis Answer Location: So How Universal Are Gender Stereotypes, Really?

Difficulty Level: Medium

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Chapter 6: Power, Sexism, and Discrimination Test Bank Multiple Choice 1. Researchers have yet to find any evidence of true ______ societies.

A. matriarchal B. matrilineal C. patriarchal D. patrilineal Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Patriarchal and Matriarchal Social Structures Difficulty Level: Easy 2. According to the myth of the matriarchy, ______.

A. ancestral societies were both peaceful and ruled by women until patriarchies became the dominant social structure B. woman currently hold higher status positions than men in certain collectivists cultures C. society is gradually becoming more feminized as women gain power and status D. in ancestral societies women were far more competitive, aggressive, and focused on wealth acquisition Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Patriarchal and Matriarchal Social Structures Difficulty Level: Medium 3. A society that traces descent through the mother’s kinship line but men hold higher political power would be ______ and ______.

A. matriarchal; patrilocal B. matrilineal; patriarchal C. matrilocal; patrilineal D. matriarchal; matrilineal Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Application Answer Location: Patriarchal and Matriarchal Social Structures Difficulty Level: Hard

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

4. Which of the following could describe a society that is patrilineal, patrilocal, and matriarchal?

A. Men are the primary decision makers.

B. Wives typically live near their husband’s families.

C. Descent is traced through the mother’s kinship line.

D. Having multiple lovers prior to marriage is socially accepted.

Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Patriarchal and Matriarchal Social Structures Difficulty Level: Medium 5. ______ power manifests by shaping how society operates in determining which groups of people have access to resources.

A. Structural B. Relational C. Dyadic D. Patrilineal Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Structural Versus Dyadic Power Difficulty Level: Medium 6. Men tend to hold more ______ and women sometimes hold more ______.

A. dyadic; political B. structural; relational C. relational; economic D. political; structural Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Structural Versus Dyadic Power Difficulty Level: Medium 7. Those who hold more ______ tend to have more control over the home and family.

A. dyadic power B. structural power C. social status D. economic resources Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

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Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 8. According to sex ratio theory, men outnumbering women should have what effect upon women’s power?

A. increases their dyadic power B. increases their structural power C. decreases their dyadic power D. decreases their structural power Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 9. Which of the following pieces of evidence has been found in support of sex ratio theory?

A. Women’s mate preferences are more selective when men outnumber them.

B. Men show more relationship commitment when they outnumber women.

C. Women marry younger when they outnumber men.

D. Women have more sexual partners when they are outnumbered by men.

Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 10. According to sex ratio theory, which of the following is an outcome of women outnumbering men?

A. Women expect more from their relationship.

B. increases in women’s economic and political influence C. Women gain dyadic power.

D. increase male promiscuity and decreased commitment Ans: D Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Structural Versus Dyadic Power Difficulty Level: Medium 11. In Western culture, which of the following groups would be considered a subordinate group?

A. heterosexuals

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B. transgender people C. white people D. Christians Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 12. Pratto and Walker (2004) identify three types of power including ______.

A. force, resource control, and cultural ideologies B. structural, dyadic, and relational C. patriarchal, matriarchal, and societal D. direct, indirect, and moderated Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Ways of Exerting Power Difficulty Level: Easy 13. Which of the following positively correlates with national levels of male-to-female sexual violence?

A. women’s structural power B. men’s dyadic power C. exposure to gender stereotypes in the media D. gender inequality Ans: D Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Force Difficulty Level: Easy 14. In the United States, which of the following social groups is most likely to use force to maintain power and control over others?

A. Christians B. Black people C. proponents of right-wing ideology D. men Ans: D Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Application Answer Location: Force

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Difficulty Level: Hard 15. Which best describes how resource control gives power to dominant groups?

A. by directly forcing others to submit to one’s authority physically or psychologically B. by fostering relationships through dependence on others C. controlling desirable goods promotes safety, health, and freedom D. promoting favorable cultural ideologies increase group status Ans: C Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Resource Control Difficulty Level: Medium 16. What is an exception to the general pattern of men’s greater resource control?

A. political influence B. child custody C. economic decision making D. control over physical health Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Resource Control Difficulty Level: Medium 17. Assumptions of early social psychologists that studies with only male participants would generalize to all people best reflect differences in which type of power?

A. force B. resource control C. cultural ideologies D. dyadic Ans: C Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Cultural Ideologies Difficulty Level: Medium 18. ______ encourage(s) members of subordinate groups to accept their own lower status. For example, women who embrace the notion that they ought to assume lowstatus homemaker roles and rely on male partners for protection and provision.

A. Cultural ideologies B. Resource dependence C. Patrilineal norms D. Dyadic inequality

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Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Cultural Ideologies Difficulty Level: Medium 19. Which of the following descriptors applies to the term “privilege?”

A. automatic B. conscious C. earned D. associated with membership in a subordinate group Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Privilege Difficulty Level: Medium 20. The idea that individuals who belong to two or more intersecting subordinate groups will experience more discrimination than individuals who belong to one subordinate group is expressed by ______.

A. sex ratio theory B. the double jeopardy hypothesis C. social dominance theory D. the intersectional invisibility hypothesis Ans: B Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Medium 21. Which of the following groups is most likely to encounter harassment in the workplace?

A. women of color B. white women C. men of color D. white men Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Application Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Hard

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22. Based on research examining intersectional invisibility, which of the following groups would you predict to yield the greatest number of recognition errors in a test of facial memory (i.e., have the most difficulty remembering faces in a recall task)?

A. Latinx women B. Muslim men C. white men D. red-haired women Ans: A Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Application Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Hard 23. There is some disagreement over which part of the definition of sexism?

A. whether stereotypes do not result in discrimination counts as sexism B. whether conscious prejudice is a necessary component of sexism C. whether groups with greater structural power (i.e., men) can be victims of sexism D. whether sex-based discrimination perpetrated by and targeting women is sexism Ans: C Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Comprehension Answer Location: What Is Sexism, and Why Does It Persist?

Difficulty Level: Medium 24. ______ sexism consists of antagonistic and insulting beliefs about women and their roles.

A. Implicit B. Explicit C. Hostile D. Benevolent Ans: C Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Easy 25. ______ sexism consists of subjectively positive and well-intentioned beliefs about women and their importance that also portray women as weak and in need of protection.

A. Implicit B. Explicit C. Hostile D. Benevolent

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Ans: D Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Easy 26. Which of the following groups is most likely to be targeted with benevolent sexism?

A. feminists B. homemakers C. lesbians D. women of color Ans: B Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Application Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Hard 27. Which of the following correlates NEGATIVELY with benevolent sexism?

A. length of sentencing recommended for perpetrators of theft B. blaming victims of domestic violence C. motivation to fight for child custody D. support for abortion in circumstances involving rape or the health of the mother Ans: D Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Medium 28. Which of the following best describes the relationship between benevolent and hostile sexism?

A. negatively correlated B. unrelated C. culturally dependent D. complementary Ans: D Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Comprehension Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Medium 29. Which of the following is an example of a benevolent attitude toward men?

A. resentment toward men who are arrogant and power-hungry

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B. negative feelings toward overtly feminine men C. beliefs that men ought to be cared for domestically by women D. stereotypes of men as warm and caring Ans: C Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Attitudes Toward Men Difficulty Level: Easy 30. “It is not a problem if some people have more of a chance at life than others” is an example of an item used to measure ______.

A. social dominance orientation B. just-world beliefs C. hostile sexism D. benevolent sexism Ans: A Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Social Dominance and System Justification Theories Difficulty Level: Easy 31. Researchers have found evidence for which of the following regarding social dominance orientation (SDO)?

A. Members of dominant groups score lower on SDO. B. SDO correlates with sexism and racism.

C. Liberals and conservatives are equally likely to score high on SDO. D. People who score high on SDO tend to prefer occupations such as social work and counseling.

Ans: B Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Comprehension Answer Location: Social Dominance and System Justification Theories Difficulty Level: Medium 32. People are most likely to internalize cultural ideologies that justify their own status when the social hierarchy is perceived as ______.

A. permeable B. mutable C. illegitimate D. stable Ans: D Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

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Cognitive Domain: Comprehension Answer Location: Social Dominance and System Justification Theories Difficulty Level: Medium 33. According to ______, members of low-status groups are motivated to endorse beliefs that legitimize their own low status out of a need to view the hierarchy as fair.

A. social dominance theory B. system justification theory C. cognitive dissonance theory D. ambivalent sexism theory Ans: B Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Social Dominance and System Justification Theories Difficulty Level: Easy 34. Which of the following is the best example of a status legitimizing belief?

A. Women are low in agency but high in warmth.

B. People of color face undue discrimination in the hiring process.

C. Rich people are usually born into their wealth.

D. People have unequal access to education opportunities.

Ans: A Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Application Answer Location: Social Dominance and System Justification Theories Difficulty Level: Hard 35. Mark Brandt (2011) found what in a longitudinal study of 57 different countries tracking the sexist beliefs of 82,000 respondents over time?

A. Only men’s sexist beliefs predicted negative outcomes for women.

B. Sexist beliefs predicted similarly negative outcomes for both men and women.

C. Sexist attitudes at Time 1 predicted decreases in national gender equality at Time 2.

D. Access to education at Time 1 predicted sexist attitudes at Time 2.

Ans: C Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Why Do Sexist Attitudes Matter?

Difficulty Level: Easy 36. ______ is a treatment based solely on one’s sex, sexual orientation, or gender identity.

A. Systemic sexism B. Hostile sexism

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C. Benevolent sexism D. Gender discrimination Ans: D Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: What Is Gender Discrimination?

Difficulty Level: Easy 37. A woman asking her gay male coworker to oversee decorations for the office party by saying “you’re probably good at it” is an example of ______.

A. overt gender discrimination B. a microaggression C. verbal aggression D. explicit prejudice Ans: B Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: What Is Gender Discrimination?

Difficulty Level: Easy 38. Why does Lilienfeld (2017) argue that researchers have struggled to study microaggressions empirically?

A. because their effects are small and hence difficult to measure B. People who suffer most from microaggressions are difficult to recruit as participants.

C. Laypeople don’t understand what microaggressions are.

D. The term microaggression is overly broad and lacks coherent meeting.

Ans: D Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Comprehension Answer Location: What Is Gender Discrimination?

Difficulty Level: Medium 39. Based on the world economic forum’s report on The Global Gender Gap Index, which of the following countries has the highest gender equality?

A. Sweden B. Yemen C. United States D. Australia Ans: A Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: Global Gender Discrimination in Education and Politics Difficulty Level: Easy 40. Which of the following is positively associated with girls’ access to education across countries?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. economic hardship for men B. increased rates of sexual violence C. negative health outcomes for mothers and children D. country’s GDP Ans: D Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: Global Gender Discrimination in Education and Politics Difficulty Level: Easy 41. The global average representation of women in legislative bodies is around ______.

A. 5% B. 25% C. 50% D. 60% Ans: B Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: Global Gender Discrimination in Education and Politics Difficulty Level: Easy 42. Individualistic cultures are especially likely to endorse belief in ______ which may in turn drive opposition to policies such as affirmative action.

A. benevolent sexism B. system legitimizing ideologies C. meritocracy D. authoritarianism Ans: C Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Knowledge Answer Location: Employment Nondiscrimination: It’s the Law Difficulty Level: Easy 43. Which type of sexism measures the denial that gender discrimination still exists?

A. hostile sexism B. benevolent sexism C. modern sexism D. implicit sexism Ans: C Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Knowledge Answer Location: Employment Nondiscrimination: It’s the Law

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Difficulty Level: Easy 44. Which of the following is TRUE of how women respond to actual gender discrimination?

A. They are more likely to confront the perpetrator than they predict.

B. They are less likely to confront the perpetrator than they predict.

C. They respond with indirect, relational forms of aggression.

D. They respond with physical, direct forms of aggression.

Ans: B Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Comprehension Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Medium 45. ______ refers to the difficulty people have in attributing negative treatment to discrimination where other possible explanations are present.

A. Dispositional vagueness B. Androcentrism C. Correspondence bias D. Attributional ambiguity Ans: D Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Knowledge Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Easy 46. What did Taylor and colleagues (1990) find in their study assessing perceptions of personal and group discrimination among a sample of Haitian and Indian immigrant women in Canada?

A. The women reported that Haitian and Indian women in general experienced fairly low levels of discrimination on the basis of race and culture.

B. The women reported personally experiencing high levels of race- and culture-based discrimination.

C. The women reported high levels of race-and-culture based discrimination for Haitian and Indian women in general.

D. The women reported that men experience higher levels of race- and culture-based discrimination than women.

Ans: C Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Comprehension

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Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Medium 47. Which of the following has been shown to contribute to the attributional ambiguity of discrimination?

A. encountering evidence in an aggregated format B. whether the source of the discrimination is male or female C. embedding discriminatory sentiments in humor D. the presence of bystanders Ans: C Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Comprehension Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Medium 48. ______ consists of behavior enacted on behalf of a group with the goal of improving conditions for the entire group.

A. Individual effort B. Collective action C. Virtue signaling D. Intergroup conflict Ans: B Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Comprehension Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Medium 49. Wright (2010) found what two factors must be present before people will engage in collective action?

A. favorable cultural ideologies and feelings of group solidarity B. someone in political power working for the group’s interest and perceived illegitimacy C. allies acting alongside the group and sympathy for its plight D. recognition of disadvantage and anger on behalf of the group Ans: D Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Application Answer Location: Resisting Gender Discrimination: Collective Action Difficulty Level: Hard

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50. According to research on the allies of disadvantaged groups, you might expect which of the following to be TRUE of a vocal, male proponent of gender equality?

A. He will be more likely to be perceived as inauthentic.

B. He will be stereotyped as highly masculine.

C. He will report meeting needs for belongingness and community.

D. He will be perceived as heterosexual.

Ans: C Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Comprehension Answer Location: Being an Ally Difficulty Level: Medium True/False 1. Ancient history has several examples of true matriarchal societies.

Ans: F Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Patriarchal and Matriarchal Social Structures Difficulty Level: Medium 2. Patriarchal power is, by definition, dyadic.

Ans: F Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Structural Versus Dyadic Power Difficulty Level: Medium 3. According to sex ratio theory, when men outnumber women, women hold more dyadic power.

Ans: T Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 4. Cultural ideologies are a type of power, identified by Pratto and Walker (2004), that are relevant to sex and gender.

Ans: T Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

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Cognitive Domain: Comprehension Answer Location: Ways of Exerting Power Difficulty Level: Medium 5. An individual who is Black will likely experience the same amount of discrimination as someone who is Black and Muslim.

Ans: F Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Easy 6. If you ask someone to imagine a gay person, they will most likely picture someone who is White and male.

Ans: T Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Easy 7. The belief that women use their gender to their advantage and complain about sexism when they are outperformed is an example of hostile sexism.

Ans: T Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Easy 8. It is easier to identify benevolent sexism as sexism than hostile sexism.

Ans: F Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Easy 9. Just as people hold ambivalent attitudes toward women, people also hold benevolent and hostile attitudes toward men.

Ans: T Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Attitudes Toward Men

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Difficulty Level: Easy 10. System justification theory posits that only people in positions of high power and status are motivated to justify the sociopolitical system in which they reside.

Ans: F Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Social Dominance and System Justification Theories Difficulty Level: Easy 11. People high in social dominance orientation are more likely to seek and prefer occupations in law, politics, and business.

Ans: T Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Comprehension Answer Location: Social Dominance and System Justification Theories Difficulty Level: Medium 12. Structural power imbalances are key to the definition of gender discrimination.

Ans: F Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: What is Gender Discrimination?

Difficulty Level: Easy 13. The United States ranks in the top 20 nations in the world based on the World Economic Forum’s measure of gender equality.

Ans: F Learning Objective: 6.3: Explain the types and consequences of gender discrimination.

Cognitive Domain: Knowledge Answer Location: Global Gender Discrimination in Education and Politics Difficulty Level: Easy 14. Women are accurate at predicting whether or not they would speak up when encountering gender discrimination.

Ans: F Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Knowledge Answer Location: Confronting Gender Discrimination: Individual Efforts Difficulty Level: Easy

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15. Reading brief descriptions of benevolently sexist beliefs can actually reduce women’s collective action behavior.

Ans: T Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Knowledge Answer Location: Resisting Gender Discrimination: Collective Action Difficulty Level: Easy Short Answer 1. Explain the difference between structural and dyadic power.

Ans: Structural power manifests by shaping how society operates and determining which groups of people have (or lack) access to resources, education, autonomy, jobs, and so on. In contrast, dyadic power refers to the capacity to choose intimate partners and relationships and to control the interactions and decisions that occur within those relationships.

Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Structural Versus Dyadic Power Difficulty Level: Easy 2. Briefly describe the three types of power identified by Pratto and Walker (2004).

Ans: Force, one common type of power, refers to the capacity to inflict physical or psychological harm on another. The second type of power, resource control, refers to controlling the creation or distribution of essential and desirable goods such as money, land, food, and other valued commodities. Finally, cultural ideologies are sets of beliefs and assumptions about groups that explain and justify unequal social hierarchies.

Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Comprehension Answer Location: Ways of Exerting Power Difficulty Level: Easy 3. What is the double jeopardy hypothesis?

Ans: The double jeopardy hypothesis states that individuals who belong to two or more intersecting subordinate groups will experience more discrimination than individuals who belong to one subordinate group.

Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Knowledge Answer Location: Intersectionality, Double Jeopardy, and Invisibility.

Difficulty Level: Easy

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4. What is sexism? What part of the definition of sexism has been the subject of some debate?

Ans: Sexism refers to negative attitudes toward individuals based solely on their sex, combined with institutional and cultural practices that support the unequal status of different sex categories. To many feminist psychologists, sexism and sex-based discrimination are two separate constructs, with sexism by definition involving structural power differences. As a result, some psychologists disagree over whether men can be the victims of sexism or can only perpetrate it against women (since men have more structural power).

Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: What Is Sexism and Why Does It Persist?

Difficulty Level: Easy 5. Explain the difference between hostile and benevolent sexism.

Ans: Hostile sexism consists of antagonistic and insulting beliefs about women and their roles. Benevolent sexism consists of subjectively positive and well-intentioned beliefs about women and their importance, but it is also patronizing because it portrays women as weak and in need of protection.

Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Knowledge Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Easy 6. Describe two strategies for motivating people to engage in collective action against discrimination.

Ans: Anger arouses and motivates people to confront and challenge the source of their anger, and exposure to hostile sexism increase women’s anger and disgust.

Encouraging greater awareness of the unfair disadvantage that sexism perpetuates also motivates collection action.

Learning Objective: 6.4: Evaluate the difficulties of recognizing and confronting discrimination and the methods that individuals and groups use to resist and reduce discrimination.

Cognitive Domain: Application Answer Location: How Can We Resist and Reduce Gender Discrimination?

Difficulty Level: Hard Essay 1. Detail the outcomes predicted by sex ratio theory both for when men outnumber women and for when women outnumber men. Include in your discussion outcomes for power, partner selectivity, promiscuity, and commitment. What is the state of the evidence for the theory? Describe at least two pieces of evidence related to the theory.

Ans: According to sex ratio theory, when men outnumber women, women should hold

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more dyadic power because they have a larger pool of potential partners and more alternatives to choose from if they grow dissatisfied with current partners. As their dyadic power increases, heterosexual women should become more selective, placing more emphasis on high-quality male mates who exhibit signs of status, commitment, and financial resources. Heterosexual men, who must attract partners from a relatively small pool, should display more desirable qualities to increase their appeal as mates.

When women outnumber men, men tend to have more dyadic power because they have a larger pool of potential mates. According to sex ratio theory, the availability of numerous female partners should encourage male promiscuity and discourage male commitment to any one partner, so heterosexual marriage rates will decline, people will marry later, and divorce rates will climb. In contrast to the theory, women’s mate preferences are not always more selective when men outnumber them, although this pattern does emerge in Western cultures where women tend to have greater autonomy in determining their relationship status. In support of the theory, men tend to show more relationship and family commitment when they outnumber women, resulting in lower divorce rates. Further, since the value that people place on women’s traditional work (e.g., child-rearing and domestic labor) increases under these conditions, women tend to marry younger and have more children. With their life options more constrained by traditional labor arrangements, women tend to achieve lower rates of literacy, education, and labor force participation.

Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Analysis Answer Location: Structural Versus Dyadic Power Difficulty Level: Medium 2. Explain how the idea of prototypicality is related to intersectional invisibility. How are the ideologies of androcentrism, ethnocentrism, and heterocentrism related? Provide examples of social groups that are more or less visible than the other and explain why this is the case.

Ans: The intersectional invisibility hypothesis posits that the experiences of people with multiple subordinate identities tend to be ignored or disregarded, leading them to feel socially invisible. This is because ideologies of androcentrism, ethnocentrism, and heterocentrism reinforce the idea that members of dominant groups are the cultural default or prototype. For instance, men are the prototypical sex, while women are nonprototypical; White people are the prototypical race (in the United States and many modern Western contexts), while people of color are nonprototypical; heterosexual people are the prototypical sexual orientation, while sexual minority individuals are nonprototypical; and so on. Members of prototypical groups tend to be more visible and come to mind more easily than nonprototypical groups.

Learning Objective: 6.1: Explain how social structures are organized by sex across cultures and how power and privilege shape the experiences of individuals and groups.

Cognitive Domain: Analysis Answer Location: Intersectionality, Double Jeopardy, and Invisibility Difficulty Level: Medium

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3. Describe ambivalent sexism theory. Distinguish between hostile and benevolent sexism, provide examples of each, and detail how each uniquely perpetuates status differences between men and women.

Ans: According to ambivalent sexism theory, a combination of hostile and benevolent attitudes characterize the relations between women and men. Hostile sexism is an ideology that justifies men’s dominance over women by portraying women as inferior to men. It consists of antagonistic and insulting beliefs about women and their roles, for instance, the beliefs that women are less competent than men, that women are moody and untrustworthy, and that women manipulate and control men sexually. Benevolent sexism consists of subjectively positive and well-intentioned beliefs about women and their importance, but it is also patronizing because it portrays women as weak and in need of protection. An example of benevolent sexism is the tendency to save “women and children first” in times of emergency. People most often direct hostile sexism at women who seek status and power or who reject traditional gender role norms and attempt to move into male-dominated spheres. Hostilely sexist beliefs cast such women as manipulative, untrustworthy, and “seeking to control men.” Thus, hostile sexism exerts social pressure on women when they attempt to disrupt the gender hierarchy, suppressing their efforts to seek independence and power. In contrast, people most often direct benevolent sexism at women who embrace traditional gender roles as homemakers, caregivers, and low-status workers. Such women are idealized, cherished, and protected. Thus, benevolent sexism “rewards” women who accept traditional female roles without fuss, whereas hostile sexism punishes women who reject these roles.

Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Analysis Answer Location: Ambivalent Sexism Toward Women Difficulty Level: Medium 4. Briefly summarize both social dominance and system justification theories. Explain how each explains the perpetuation of unequal group hierarchies.

Ans: According to social dominance theory, people differ in social dominance orientation (SDO), which is the extent to which they believe that social groups are and should be equal versus hierarchical. Those low in SDO reject status hierarchies, and those high in SDO believe that inequality is right and fair because some groups should have more status than others. Endorsing a high social dominance orientation thus helps to legitimize hierarchies based on sex and ethnicity. SDO correlates with cultural ideologies that legitimize unequal hierarchies, such as sexism, racism, and prejudice against sexual minority individuals. Further, people higher in SDO tend to seek and prefer occupations (such as law, politics, and business) that protect the interests of high-status groups, while those lower in SDO tend to prefer occupations (such as social work, counseling, and special education) that benefit members of subordinate groups.

System justification theory posits that all people have a powerful motivation to justify the sociopolitical system in which their lives are embedded. Because feelings of uncertainty and unfairness threaten people’s needs for security, people are motivated to accept the current social system as legitimate, even if it denies them access to resources. Thus,

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system justification theory proposes that members of subordinate groups endorse legitimizing cultural ideologies out of a strong psychological need to view the system as fair. Men as simultaneously less competent than men and more virtuous than men.

Learning Objective: 6.2: Evaluate different theoretical perspectives on sexism and gender inequality.

Cognitive Domain: Comprehension Answer Location: What Is Sexism, and Why Does It Persist?

Difficulty Level: Medium

Chapter 7: Cognitive Abilities and Aptitudes Test Bank Multiple Choice 1. What comments regarding the underrepresentation of women in science--made by former Harvard president, Lawrence Summers--sparked controversy at a 2005 conference, ultimately leading to his resignation?

A. that sexism is virtually nonexistent in modern society B. that men have greater natural aptitudes at the highest levels of math and science C. that women are socialized to pursue more communal occupations D. that women are less competitive and thus less likely to excel at the highest levels of science Ans: B Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Knowledge Answer Location: Cognitive Abilities and Aptitudes Difficulty Level: Easy 2. Examples of cognitive abilities include which of the following?

A. interpersonal skills B. attentive listening C. openness to new experience D. problem-solving Ans: D Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Knowledge Answer Location: Cognitive Abilities and Aptitudes Difficulty Level: Easy 3. While the average performance of adolescent boys on ______ in the United States slightly exceeds that of adolescent girls, girls consistently outperform boys when it comes to ______.

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A. problem-solving; spatial reasoning B. verbal tests; math tests C. standardized verbal tests; school English grades D. standardized math tests; school math grades Ans: D Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Application Answer Location: Cognitive Abilities and Aptitudes Difficulty Level: Hard 4. Examining sex differences in cognitive domains requires the consideration of ______.

A. nature B. nurture C. legitimizing ideologies D. a mix of nature and nurture Ans: D Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Comprehension Answer location: Cognitive Abilities and Aptitudes Difficulty Level: Medium 5. ______ is the general capacity to understand ideas, think abstractly, reason, solve problems, and learn.

A. Cognitive aptitude B. Intelligence C. Abstract reasoning D. Agency Ans: B Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Comprehension Answer Location: What Is Cognitive Ability?

Difficulty Level: Medium 6. Psychologists at the end of the 19th century attempted to make a scientific case for women’s intellectual inferiority based upon what questionable assumption?

A. The mass and volume of the brain reflects differences in intelligence.

B. Testosterone is linked to neural development.

C. Emotions interfere with abstract reasoning and logical deduction.

D. There is more variance in men’s intelligence, leading to higher proportions of men in the tail ends of the distribution.

Ans: A Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

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Cognitive Domain: Comprehension Answer Location: What Is Cognitive Ability?

Difficulty Level: Medium 7. Which of the following represents the misuse of IQ tests that contributed to the forced sterilization of individuals thought to be genetically “inferior?”

A. essentialism B. phrenology C. eugenics D. pseudoscience Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: What is Cognitive Ability?

Difficulty Level: Easy 8. Which of the following best describes Charles Spearman’s view of intelligence?

A. Intelligence scores are indicative of educational success but lack predictive validity in the real world.

B. Mental ability fluctuates throughout adulthood and is difficult to measure reliably.

C. Intelligence is domain-specific and is dependent on the subject matter.

D. Individuals possess a general mental ability related to their performance on all cognitive tasks.

Ans: D Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Application Answer Location: Sex Differences in General Mental Ability Difficulty Level: Hard 9. What best describes what the bulk of research shows regarding sex differences in general mental ability?

A. consistent but small differences favoring males B. small differences that do not consistently favor one particular sex C. differences favoring females prior to puberty and small differences favoring males thereafter D. consistent but small differences favoring females Ans: B Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Sex Differences in General Mental Ability Difficulty Level: Easy

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10. Jorm and colleagues (2004) discovered what variables help explain sex differences in cognitive tests?

A. men’s better health on dimensions such as pulmonary functioning and exercise frequency B. men’s better access to higher education C. lower levels of self-esteem in women during adulthood D. the anxiety inducing effects of stereotype threat during test taking Ans: A Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: What Are the Sex Differences and Similarities in Cognitive Abilities?

Difficulty Level: Medium 11. Following Thurston and Thurston’s (1941) factor analysis of intelligence tests, what three dimensions of cognitive abilities have dominated explorations of sex differences?

A. social, introspective, and integrative B. inductive, deductive, and probabilistic C. abstract, concrete, and communicative D. verbal, quantitative, and spatial Ans: D Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: What Are the Sex Differences and Similarities in Cognitive Abilities?

Difficulty Level: Easy 12. What best summarizes the evidence on sex differences in verbal ability?

A. Verbal skills consistently favor females across all meta-analyses.

B. Sex differences are small to moderate, tend to favor girls, and depend upon the type of verbal ability.

C. Sex differences vary greatly, with some areas favoring males and others favoring females by large margins.

D. More recent meta-analyses have found close-to-zero effect sizes across all types of verbal abilities.

Ans: B Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Verbal Performance Difficulty Level: Medium 13. Which area of verbal ability is an exception to the typical female advantage?

A. vocabulary B. reading C. verbal reasoning

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D. writing Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Verbal Performance Difficulty Level: Easy 14. Researchers have found the size of sex difference in reading ability correlates with ______.

A. age B. national indices of gender equality C. indicators of women’s health D. the size of sex differences in math abilities Ans: B Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Verbal Performance Difficulty Level: Medium 15. What best summarizes the evidence on sex differences in math ability?

A. Across different types of math ability, the effect size of sex differences is consistently zero.

B. Moderate sex differences favoring males emerge in both older and more recent meta-analyses.

C. When meta-analyses control for gender equality, consistent sex differences favoring women emerge.

D. Small differences favoring boys sometimes emerge in complex math problems, but these gaps virtually disappear with greater gender equality.

Ans: D Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Quantitative Performance Difficulty Level: Medium 16. Which of the following shows moderate to large sex differences favoring males?

A. verbal reasoning B. math ability C. spatial ability D. memory Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension

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Answer Location: Visual-Spatial Performance Difficulty Level: Medium 17. Which of the following is evidence for a nurture explanation of sex differences in spatial ability?

A. Reading and writing are more highly emphasized in girls’ early education.

B. Boys tend to play more games that involve hand–eye coordination.

C. Differences in prenatal hormones influence the formation of brain structures related to spatial ability.

D. Twin studies indicate that spatial skills, such as mental rotation, are highly heritable.

Ans: B Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Visual-Spatial Performance Difficulty Level: Medium 18. Which of the following spatial abilities does not show the typical male advantage?

A. mental rotation B. spatial perception C. spatial memory D. visualization Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Visual-Spatial Performance Difficulty Level: Easy 19. Which of the following is TRUE of sex differences in mental rotation?

A. They appear in adolescence.

B. They vary across cultures.

C. They are sensitive to experimental manipulations such as activating feelings of power in women.

D. Effect sizes are smaller in countries with greater gender equality.

Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Visual-Spatial Performance Difficulty Level: Easy 20. Being able to identify whether or not a surface is truly level is an example of ______.

A. mental rotation B. spatial perception C. spatial visualization

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D. spatial location memory Ans: B Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Visual-Spatial Performance Difficulty Level: Easy 21. Overall, meta-analyses suggest sex differences favoring females on test of most ______ abilities and sex differences favoring males on tests of most ______ abilities.

A. math; verbal B. verbal; math C. verbal; spatial D. math; spatial Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: What Are the Sex Differences and Similarities in Cognitive Abilities?

Difficulty Level: Medium 22. A test asking participants to generate as many words that fit in a given category (e.g., birds) would be an example of a measure of ______.

A. writing B. verbal reasoning C. verbal fluency D. verbal memory Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Application Answer Location: Verbal Performance Difficulty Level: Easy 23. Beyond looking at differences in mean scores, researchers also compare the ______ for each sex to examine sex differences in cognitive abilities.

A. intragroup reliabilities B. covariances C. between-group variance D. within-group variance Ans: D Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Medium

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24. Greater variability among males in math ability would suggest what regarding sex differences?

A. The distribution of math ability for women will be flatter, with a less pronounced “Bell” shape.

B. Sex differences favoring females will be more likely to emerge on complex math tests.

C. There will be higher proportions of men at both tail ends of the distribution for math ability.

D. Men will tend to cluster more toward the center of the bell curve for math ability.

Ans: C Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Application Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Hard 25. Which of the following is TRUE of evidence related to the greater male variability hypothesis?

A. Boys are more likely than girls to be diagnosed with learning disabilities.

B. The male to female ratio of top-scoring test-takers in the United States has increased over time.

C. It emerges in every country.

D. It holds consistently for people of every ethnic group.

Ans: A Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Easy 26. Consider Larry Summers’s assertion that the underrepresentation of women in science is partly due to sex differences in the natural variability of cognitive abilities.

What does the research on sex differences in cognitive abilities say about the truth of Summers’s statement?

A. Some evidence does suggest greater male variability, but we lack evidence that such variability is explained by nature alone.

B. Meta-analyses indicate that differences in variability are either near zero or entirely dependent upon country and ethnicity.

C. Contrary to the controversy, research actually supports Summers’s comments.

Research does point to greater male variability that is unexplained by culture.

D. The existing evidence is too inconsistent and variable to definitively reject or support Summers’s statements.

Ans: A Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

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Cognitive Domain: Application Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Hard 27. What best describes the relative contributions of biology and environment to cognitive ability according to Diane Halpern’s biopsychosocial model?

A. Biological factors cause people to select certain experiences and environments that affect cognitive ability.

B. Differences in biological structures related to cognitive abilities are caused one’s learning experiences.

C. Biological and environmental factors both affect cognitive abilities separately and independent of one another.

D. Both biology and environment cause changes in one another, mutually shaping each other to produce changes in cognitive abilities.

Ans: D Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: How Do Individual Differences and Context Influence Cognitive Performance?

Difficulty Level: Easy 28. Of all cognitive domains, ______ performance shows the greatest variability in sex differences from culture to culture.

A. verbal B. math C. spatial D. memory Ans: B Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Culture, Race, and Educational Access Difficulty Level: Easy 29. Which of the following describes what Ladson-Billings calls the education debt?

A. the accumulation of student loan debt accrued by university graduates B. the systematic lack of resources and opportunities for girls to learn and gain skills in stem through the educational system C. the ongoing, cumulative lack of investment in the education of low-income and racial minority students D. the lack of diversity in educators for minority and low-income communities Ans: C Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge

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Answer Location: Culture, Race, and Educational Access Difficulty Level: Easy 30. ______ is one proposed environmental factor that may partly explain women’s higher math anxiety relative to men.

A. Gender identity threats B. Androgen exposure C. Gender harassment D. Stereotype threat Ans: D Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Math Anxiety Difficulty Level: Easy 31. Based on the proposed mechanisms of stereotype threat, which of the following women is less likely to experience effects of stereotype threat upon math performance?

A. women in countries with relatively less gender equality B. women who have a high working memory capacity C. women who also have high spatial abilities D. women with larger temporal-parietal lobes Ans: B Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Math Anxiety Difficulty Level: Medium 32. Which type of cues tends elicit larger stereotype threat effects?

A. subtle B. blatant C. nonconscious D. explicit Ans: A Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Math Anxiety Difficulty Level: Easy 33. Which of the following has been shown to predict lower math performance in girls?

A. having an older brother B. having high levels of stereotype threat C. identifying strongly with math D. teachers’ math anxieties

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Ans: D Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Math Anxiety Difficulty Level: Medium 34. Berkowitz and colleagues (2015) tried an intervention aimed to reduce what in first graders and their parents?

A. gender bias B. family conflict C. stereotype threat D. math anxiety Ans: D Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Math Anxiety Difficulty Level: Medium 35. What evidence has Jacquelynne Eccles found over her career for differences in achievement motivation producing differences in math performance?

A. Boys are generally more motivated to have greater academic achievements.

B. Girls are more likely to increase effort in response to academic failures.

C. Boys are more likely to increase effort in response to academic failures.

D. She finds no evidence that girls are more likely to give up following academic failures.

Ans: D Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Achievement Motivation and Sensitivity to Feedback Difficulty Level: Easy 36. Roberts (1991) presents evidence that men are more likely than women to respond to feedback by ______.

A. ignoring negative comments and focusing on the positive ones B. being responsive and changing behavior accordingly C. internalizing failures and externalizing successes D. increasing effort Ans: A Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Achievement Motivation and Sensitivity to Feedback Difficulty Level: Easy

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37. East Asian cultures tend to emphasize ______ learning; whereas Western cultural typically stress ______ learning.

A. intrinsically motivated; achievement-based B. achievement-based; intrinsically motivated C. interest-based; effort-based D. effort-based; interest-based Ans: D Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Education and School Performance Difficulty Level: Medium 38. Evans and colleagues (2002) examination of academic interest and knowledge across 11th graders in Taiwan, Japan, and the United States found which of the following?

A. smaller sex differences in math favoring boys in Taiwan and Japan B. East Asian girls outperform girls in the United States on math C. decreased math performance for boys in Taiwan and Japan D. overall higher academic performance in the United States Ans: B Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Education and School Performance Difficulty Level: Medium 39. Meluish and colleagues (2008) found that which of the following at ages 3–4 predicted math achievement at age 10?

A. home learning environment B. number of friends C. father’s education D. neighborhood Ans: A Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Education and School Performance Difficulty Level: Medium 40. Which of the following is TRUE of the relationship between parents’ and children’s math anxiety?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. Interventions to prevent parents’ anxiety from affecting children’s anxiety work better for boys than girls.

B. Children with parents high in math anxiety show lower math anxiety if their parents help them with homework.

C. Completing structured math activities with their children can prevent parents’ math anxiety from increasing their children’s math anxiety.

D. Children are more likely to increase effort in math when parents have high math anxiety.

Ans: C Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Application Answer Location: Education and School Performance Difficulty Level: Hard 41. Researchers examining the extent that teachers’ attitudes influence children’s math attitudes have found which of the following?

A. Teachers’ expectations of their students’ math abilities are primarily driven by stereotypes.

B. Teachers’ gender stereotypes about math can influence students’ gender stereotypes.

C. Teachers’ perceptions of their students’ math abilities tend to be inaccurate.

D. Teachers’ beliefs about their students’ math potential predict girls’ interest in math across elementary years, but not boys’.

Ans: B Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Education and School Performance Difficulty Level: Easy 42. Which of the following is TRUE of women’s representation in STEM fields?

A. About 50% of workers in STEM fields were women in 2015.

B. Women’s representation in STEM fields is currently decreasing.

C. Women earned 5% of all doctorates in the sciences and engineering in 2006.

D. Women constitute about 8% of full professors in both the physical sciences and mathematics.

Ans: D Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Application Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium

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43. Research studying discrimination in hiring in STEM fields would predict what kind of bias when employers evaluate male and female candidates with equal qualifications?

A. a strong hiring bias favoring women B. a strong hiring bias favoring men C. Researcher has found no evidence of bias in either direction.

D. Predictions are difficult because studies have found hiring biases in both directions.

Ans: D Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Easy 44. The literature examining gender discrimination in STEM has found which of the following?

A. Women are likely to experience hostile sexism in STEM fields.

B. Faculty evaluating hypothetical job candidates prefer male applicants at a 2:1 ratio over female candidates.

C. Participants are twice as likely to hire a male candidate for a job that requires math.

D. Male science professors view male lab manager applicants as more competent than female applicants, but female science professors show no preference in this regard.

Ans: C Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium 45. Women tend to prefer activities and jobs that emphasize ______.

A. abstract reasoning B. interpersonal skills C. the use of fine motor skills D. working with machines Ans: B Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Easy 46. One study cited in this chapter found that interest in STEM careers correlated negatively with ______ goals.

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A. extrinsically motivated B. intrinsically motivated C. agentic D. communal Ans: D Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Easy 47. Examining males’ and females’ interests within different STEM subdisciplines reveals what pattern?

A. Males show more interest in all STEM disciplines.

B. Females show more interest in STEM disciplines that emphasize agency and autonomy.

C. Females are more likely to take STEM classes that are less math-intensive.

D. Males are more likely to take STEM classes that involve interpersonal interactions.

Ans: C Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Application Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Hard 48. Robertson and colleagues (2010) followed top-performing math and science students from youth through adulthood, finding what work-related difference as subjects reached their mid-30s?

A. Men and women divide labor inside and outside the home roughly equally with their partners.

B. Women were willing to work fewer hours due to increased family obligations.

C. Women reported less job satisfaction in jobs demanding more than 40-hr work weeks.

D. Men preferred jobs that limited their ability to be present in the home.

Ans: B Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium 49. Women seeking success in STEM often disproportionately face what additional responsibility compared to men?

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A. household labor B. finance management C. committee work D. mentoring Ans: A Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium 50. Which of the following is a misconception about why women are underrepresented in STEM? A. discrimination B. differences in average levels of general intelligence C. gendered family responsibilities D. differences in interests and preferences Ans: B Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium True/False 1. Men and women do not differ significantly in average levels of general intelligence.

Ans: T Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Knowledge Answer Location: Sex Differences in General Mental Ability Difficulty Level: Easy 2. Boys consistently outperform girls when it comes to school math grades.

Ans: F Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Cognitive Abilities and Aptitudes Difficulty Level: Medium 3. Larger sex differences in reading ability tend to emerge in countries with greater gender equality.

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Ans: T Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Cognitive Abilities and Aptitudes Difficulty Level: Easy 4. Verbal reasoning is an exception to the general trend toward female advantage in verbal abilities.

Ans: T Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Verbal Performance Difficulty Level: Medium 5. Sex differences favoring males in tests of quantitative ability are found consistently across cultures.

Ans: F Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Quantitative Performance Difficulty Level: Easy 6. Sex differences favoring males in mental rotation range from moderate to large.

Ans: T Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Quantitative Performance Difficulty Level: Easy 7. Evidence supporting the greater male variability hypothesis cannot be explained by environmental factors.

Ans: F Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Medium 8. When there is a great deal of variability within groups, then effect sizes tend to be smaller.

Ans: T

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Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Sex Differences in the Variability of Cognitive Abilities Answer Location: Overlap and Variance Difficulty Level: Medium 9. Greater within-group variance among tests for men’s cognitive abilities means there will be fewer men among the top scorers on cognitive tests and fewer among the lowest.

Ans: F Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Knowledge Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Easy 10. Reminding girls of gender stereotypes before an exam can lower women’s math performance.

Ans: T Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Math Anxiety Difficulty Level: Easy 11. Girls tend to have more math anxiety in general than boys.

Ans: T Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Math Anxiety Difficulty Level: Easy 12. Research shows that girls are more likely to give up after academic failures than boys.

Ans: F Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Comprehension Answer Location: Achievement Motivation and Sensitivity to Feedback Difficulty Level: Medium

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13. Children of parents with math anxiety are more likely to exhibit math anxiety themselves, but only if their parents frequently help them with their homework.

Ans: T Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Math Anxiety Difficulty Level: Easy 14. Evidence of gender discrimination consistently points to clear biases favoring men in hiring and promotion across STEM fields.

Ans: F Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Easy 15. On average, women’s STEM careers are more impacted than men’s by family household responsibilities.

Ans: T Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Easy Short Answer 1. Jorm and colleagues (2004) found that controlling for physical and mental health variables in men had what effect on sex differences?

Ans: Controlling for men’s better health diminished sex differences on certain cognitive tests where males had an advantage, but it did not diminish differences on cognitive tests where females had advantages.

Learning Objective: 7.1: Explain the historical origins of research on sex differences in cognitive abilities.

Cognitive Domain: Knowledge Answer Location: What Are the Sex Differences and Similarities in Cognitive Abilities?

Difficulty Level: Easy 2. What is the typical sex difference in visual–spatial skills? Describe one piece of evidence supporting a nurture explanation of this difference and one piece of evidence supporting a nature explanation.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: Males typically perform better on visual–spatial tasks. One possible explanation for this difference is that boys tend to play more games that involve hand–eye coordination than girls. Another possible explanation is that prenatal exposure to androgens may increase spatial performance.

Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Knowledge Answer Location: Visual-Spatial Performance Difficulty Level: Easy 3. How consistent are sex differences in math, verbal, and visual–spatial performance across culture? How does the cross-cultural consistency of these differences relate to the nature versus nurture debate?

Ans: Sex differences in verbal and visual–spatial performance are fairly consistent across culture. Differences in math performance vary greatly across cultures. The greater cross-cultural consistency observed, the more this is indicative of nature explanations of sex differences.

Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Effect Sizes Difficulty Level: Medium 4. Explain how greater male variability on cognitive tests would impact sex differences on those tests.

Ans: If males show greater variability on cognitive test, then sex differences will be more pronounced in the high and low tales of the distributions.

Learning Objective: 7.3: Evaluate contextual and individual difference factors that can influence cognitive performance.

Cognitive Domain: Comprehension Answer Location: Sex Differences in the Variability of Cognitive Abilities Difficulty Level: Medium 5. How does Diane Halpern’s biopsychosocial model describe the relationship between biology and environment in explaining sex differences in cognitive ability?

Ans: The biopsychosocial model argues that biology and environment are inextricably linked and mutually shave each other to produce cognitive abilities. Biology may cause people to seek out different environments which in turn may create experiences that alter neurons and structures in the brain.

Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: How Do Individual Differences and Context Influence Cognitive Performance?

Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

6. Describe two factors that influence the size of stereotype threat effects.

Ans: Possible answers include the following: Cues: Subtle cues tend to elicit stronger stereotype threat than blatant cues because they are more difficult to attribute to discrimination. Women who identify moderately strongly with math generally experience the most negative effects of stereotype threat on math test performance. How strongly one identifies with math: For women who identify very strongly with math, confidence in their math abilities likely helps them to overcome the threat of negative stereotypes, and women who do not identify with math at all may not feel threatened by negative stereotypes. Working memory capacity: Stereotype threat effects diminish for women who have greater working memory capacity.

Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Knowledge Answer Location: Math Anxiety Difficulty Level: Easy Essay 1. Briefly describe differences in how men and women respond to feedback.

Ans: Women tend to be more responsive than men to feedback, both good and bad. In contrast, men are more inclined to selectively acknowledge positive feedback while ignoring negative feedback.

Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Analysis Answer Location: Achievement Motivation and Sensitivity to Feedback Difficulty Level: Medium 2. Describe two possible influences that can increase math anxiety and subsequently impact math performance among students. Discuss what can be done to diminish the effects of these influences.

Ans: Teachers’ math anxieties and parents’ math anxieties. Teachers’ math anxieties impact students’ performance, such that female students (but not male students) of teachers higher in math anxiety were more likely to endorse the stereotype that “boys are good at math and girls are good at reading.” In addition, the teachers’ math anxieties predicted lower math performance for girls by the end of the year. Having a math-anxious parent can also lead kids to develop math anxiety, but only when the parent helps with math homework. Berkowitz and colleagues (2015) tried an intervention aimed at reducing math anxiety in first graders (and their math-anxious parents). They gave children iPads that included either a math story app or a reading app (control condition). Children who used the math app significantly increased their math achievement across the school year, and the improvements were especially large for children with math-anxious parents.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 7.2: Analyze the specific domains of cognitive performance that show sex similarities and differences.

Cognitive Domain: Comprehension Answer Location: Math Anxiety Difficulty Level: Medium 3. What are the three different areas of cognitive ability that researchers have examined extensively for sex differences? Describe the size and direction of sex differences within each of these areas. Note if there any exceptions to the general sex differences observed within each of these three domains of cognitive ability and why they do not display the typical sex difference.

Ans: Researchers have examined sex differences and verbal, math, and visual-spatial performance. In general, females tend to outperform males on verbal tasks with effect sizes ranging from small to moderate. The exception to this pattern is verbal reasoning which displays a very small male advantage or no sex difference. One possible reason for this exception is that verbal reasoning tasks often require people to transform verbal information mentally. Males tend to outperform females on spatial tasks with effect sizes ranging from moderate to large. One exception to this difference is in spatial location memory, which shows a small sex difference favoring females. One explanation from evolutionary psychology is that special location memory was especially important to ancestral women who often forage for food, vegetables, and roots over large geographic regions. There is great cross-cultural variability in sex differences in math performance, with only small differences favoring boys in complex math problems sometimes emerging in countries with low gender equality.

Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Analysis Answer Location: What Are the Sex Differences and Similarities in Cognitive Abilities?

Difficulty Level: Medium 4. Describe the current state of women’s representation in STEM fields. Describe three different possible explanations for the current state of women’s representation in STEM. Discuss at least one study showing evidence relevant to each of the explanations you provide.

Ans: Women represent only about a quarter of workers in STEM fields and account for small percentages of full professors in fields such as engineering, physical science, and mathematics. One possible explanation for women’s underrepresentation in STEM is discrimination, either overt or subtle. One study, for instance, found that participants were twice as likely to hire a man compared to a woman for a job that required math skills. However, another study asking faculty members to evaluate hypothetical job candidates found a two to one hiring bias favoring female candidates in STEM positions. Other evidence for the role of discrimination in women’s underrepresentation in STEM is similarly mixed. Another possibility is that women’s underrepresentation is driven by differences in interests between men and women. For instance, one study found that women prefer jobs that emphasize communal goals and that preference for

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communal goals is negatively related to pursuing STEM careers. Finally, women may be less likely to pursue careers in STEM because traditional divisions of labor place higher proportions of household and family responsibilities upon women. For instance, one study found that women were more likely than men to work fewer hours in order to take on more household responsibilities.

Learning Objective: 7.4: Apply research on gender and cognitive performance to realworld issues, such as gender disparities in educational systems, school performance, and STEM disciplines.

Cognitive Domain: Analysis Answer Location: Sex, Gender, and STEM Fields Difficulty Level: Medium

Chapter 8: Language, Communication, and Emotion Test Bank Multiple Choice 1. Cheng and colleagues (2011) created a computer program to test whether it could learn to distinguish the writings of men and women. To what extent could the computer program accurately identify whether something was written by a man or woman?

A. no better than chance (about 50% accuracy) B. well above chance (about 80% accuracy) C. inaccurately (below 20%) D. 100% accurate Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Language, Communication, and Emotion Difficulty Level: Easy 2. Which of the following sex differences in written communication did Cheng and colleagues’ (2011) computer analysis of female and male writers discover?

A. Sentences written by men are 20% longer than those written by women.

B. Men use more emotionally intensive adjectives.

C. Women tend to use more question marks in their writing.

D. Women’s writing tends to be more grammatically correct.

Ans: C Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Language, Communication, and Emotion

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Difficulty Level: Easy 3. What did Nowak (2003) discover regarding people’s ability to predict whether interaction partners were male or female based on written text alone?

A. Female participants could accurately predict their partners’ sex but not male participants.

B. Participants accurately predicted the sex of the texts’ author, but only when communication was synchronous.

C. Participants predicted with 80% accuracy whether the text was written by a male or female.

D. Participants were no better than chance at guessing whether the text was written by a male or female.

Ans: D Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Language, Communication, and Emotion Difficulty Level: Easy 4. The Whorfian hypothesis proposes that ______.

A. the language we use may cause us to see the world differently than people who use another language B. mental imagery precedes language construction C. the meaning of language is derived from social and cultural usage D. words correspond to rigid categories of objects that serve to schematically organize the contents of thought Ans: A Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: How Do Gender-Related Words Influence Social Perception?

Difficulty Level: Easy 5. One might change the phrase “to boldly go where no man has gone before” to “to boldly go where no one has gone before” in order to not use language reflecting ______.

A. political correctness B. the generic masculine C. benevolent sexism D. Whorfian norms Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: The Generic Masculine Difficulty Level: Medium

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6. Stout and Dasgupta (2011) found that the use of generic masculine language in interviews can have what effect?

A. increase men’s motivation and identification with the job B. decrease women’s feelings of belongingness C. increase hypothetical salaries offered to men D. decrease the interviewer’s ratings of women’s suitability for the job Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: The Generic Masculine Difficulty Level: Easy 7. Which of the following findings provides direct support for the Whorfian hypothesis?

A. People who speak in languages with grammatical gender report more egalitarian beliefs about gender.

B. Bilingual individuals are less likely to endorse sexist beliefs.

C. Use of generic masculine language decreases beliefs and gender stereotypes.

D. Having a broader vocabulary for appearance-related words specifically directed at females is associated with focusing on women’s appearance.

Ans: D Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: Gendered Features of Language Difficulty Level: Medium 8. Nations that have gendered languages also have lower levels of ______.

A. religiosity B. violent crime C. sexism D. gender equality Ans: D Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: Grammatical Gender Difficulty Level: Easy 9. Wasserman and Weseley (2009) found that bilingual students reported more sexist attitudes when they completed a survey in ______ than ______.

A. nongendered languages; gendered languages B. gendered languages; nongendered languages C. Western languages; Eastern languages D. Eastern languages; Western languages

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Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: Grammatical Gender Difficulty Level: Medium 10. Referring to adult women as girls is a common example of ______.

A. diminutives B. hostile sexism C. gender stereotypes D. coverture Ans: A Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Application Answer Location: Diminutives and Gender Labels Difficulty Level: Hard 11. Linguist Nic Subtirelu found that authors use the trait ______ more often to describe women than men and the trait ______ more often to describe men and women.

A. conscientious; extraverted B. nagging; controlling C. paranoid; bossy D. pushy; condescending Ans: D Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: The Influence of Gendered Language on Perceptions Difficulty Level: Easy 12. Frazer and Miller’s (2008) found that newspapers were more likely to use ______ when describing partner violence perpetrated by males than by females.

A. active voice B. passive voice C. detailed adjectives D. mug shots Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: The Influence of Gendered Language on Perceptions Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

13. Analyses indicate that the language used by reporters when describing domestic violence may unknowingly have what effect?

A. increased blame associated with male perpetrators B. increased blame associated with female victims C. increase the influence of gender stereotypes D. decrease awareness of domestic abuse Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: The Influence of Gendered Language on Perceptions Difficulty Level: Medium 14. Research shows that when stigmatized groups reappropriate and label themselves with derogatory words they ______.

A. are more likely to be targeted with discrimination B. both feel and are viewed as more powerful C. report enhanced physical health D. no longer feel negative emotions when others use those words in a derogatory manner Ans: B Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: The Influence of Gendered Language on Perceptions Difficulty Level: Medium 15. The idea that differences in socialization lead boys and girls to develop different communication styles is represented by ______.

A. differences in grammatical gender B. the Whorfian hypothesis C. the sociocultural model of communication D. the different cultures approach Ans: D Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: What Roles Do Sex and Gender Play in Verbal Communication?

Difficulty Level: Medium 16. Holleran (2009) analysis of daily conversations revealed what regarding sex differences in the number of words spoken per day?

A. Men spoke more words on average than women.

B. Women spoke more words on average than men.

C. Men spoke more words in the morning, but women spoke more in the evening.

D. On average, both men and women spoke the same number of words per day.

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Ans: D Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Who Talks More?

Difficulty Level: Easy 17. Which of the following best describes sex differences in conversational interruptions?

A. Large sex differences emerge in favor of men interrupting more than women.

B. Effect sizes vary in size and direction depending on what types of interruptions are measured.

C. Men interrupt more but only in conversations with other men.

D. Men and women interrupt each other at roughly equivalent rates.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Who Interrupts More?

Difficulty Level: Medium 18. In conversation, males are more likely to use ______ interruptions and females more likely to use ______ interruptions.

A. intrusive; supportive B. hostile; benevolent C. logical; emotional D. agentic; communal Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Who Interrupts More?

Difficulty Level: Medium 19. Gossip serves which of the following social functions?

A. enforcing a group’s moral norms B. breaking social bonds C. relational alienation D. masking emotions Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Application Answer Location: Gossip Difficulty Level: Hard

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20. Reviews of sex differences in communication reveal that women are more likely to ______.

A. speak more words per day B. use gossip as a form of relational aggression C. interrupt others D. speak in passive voice Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Gossip Difficulty Level: Easy 21. Analyses of how men and women communicate on social media reveals which of the following?

A. Women use more profanity than men do.

B. Women use more emotion words.

C. Men use more assertive language.

D. Women use more argumentative language.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Social Media Difficulty Level: Easy 22. Schwarz and colleagues (2013) created word clouds to represent male and female communication based on 700 million words, phrases, and topics samples from social media. According to the word clouds, which of the following words were men more likely to say?

A. excited B. science C. Xbox D. TV Ans: C Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Social Media Difficulty Level: Medium 23. Which of the following tends to show small sex differences favoring women?

A. assertive speech B. self-disclosure C. intrusive interruptions D. talkativeness

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Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: What Roles Do Sex and Gender Play in Verbal Communication?

Difficulty Level: Medium 24. Which of the following is TRUE of sex differences in self-disclosure?

A. Women disclose more than men do to male partners.

B. There is no sex difference in self-disclosure to male partners.

C. Men disclose slightly more to same-sex partners than women do.

D. Women disclose more to other-sex others than men do.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Social Media Difficulty Level: Medium 25. Samar and Alibakshi (2007) found that, in a sample of Iranian men and women, individuals with more ______ raised more topics (a sign of dominance) in mixed-sex conversations.

A. education B. friends C. traditional gender views D. social skills Ans: A Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Knowledge Answer Location: Beyond Sex Differences: Intersectionality in Communication Difficulty Level: Easy 26. Henley (1995) found Black women in the United States tend to use more ______ language than White women.

A. assertive B. emotional C. relational D. concrete Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Beyond Sex Differences: Intersectionality in Communication Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

27. Individuals with different language or dialect options across multiple identities tend to engage in ______.

A. code-switching B. cross-sectional linguistics C. gender-neutral cognition D. stereotypical attributions Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Beyond Sex Differences: Intersectionality in Communication Difficulty Level: Easy 28. Which of the following is an example of code-switching?

A. a person who is able to switch back and forth between different gender identities B. a rapid shift in cultural or moral norms, such as changes in views toward same-sex relationships among people in the United States C. Black college students switching between standard English and vernacular Black English to emphasize credibility in the classroom and Black identity, respectively D. someone who has lived in multiple cultures throughout their life and maintains separate cognitive schemas for each Ans: C Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Application Answer Location: Beyond Sex Differences: Intersectionality in Communication Difficulty Level: Hard 29. Consider stereotypes that paint female speech as expressive and male speech as assertive. Overall, to what extent does the evidence support such sex differences in communication?

A. Sex differences in the stereotypical direction are real, with effect sizes typically in the medium range.

B. Differences in the stereotypical direction do sometimes emerge, but they are small and dependent upon context.

C. Meta-analyses reveal no overall sex differences, with, for instance, findings of male speech being more expressive than female speech being just as common as the reverse.

D. The evidence actually supports sex differences in the opposite direction of common stereotypes.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Verbal Communication: What’s the Big Picture?

Difficulty Level: Medium

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30. Women are stereotyped as more nonverbally ______ than men.

A. assertive B. cold C. confrontational D. expressive Ans: D Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: What Roles Do Sex and Gender Play in Nonverbal Communication?

Difficulty Level: Easy 31. Which of the following sex differences in communication has a medium effect size, emerges in childhood and continues into adulthood, and is consistent across culture?

A. men using more assertive language than women B. women smiling more than men C. women using more emotional language than men D. men interrupting more during conversation Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Smiling and Eye Contact Difficulty Level: Medium 32. Which of the following is TRUE of sex differences in eye contact?

A. Men are more likely than women to look away from women while they speak to them.

B. Women gaze at their interaction partners more than men do.

C. People gaze at men more than women.

D. The highest amount of mutual eye contact tends to occur among pairs of men.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Smiling and Eye Contact Difficulty Level: Easy 33. Having a dominant personality tends to correspond with what aspect of communication style?

A. speaking with more nonverbal and hand gestures B. making eye contact while you are speaking to someone C. using more expressive language D. preferring larger personal space during interactions Ans: D

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Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Comprehension Answer Location: Personal Space and Touch Difficulty Level: Medium 34. Same-sex touching tends to be more acceptable among men than women in what contexts?

A. in sports B. in Western cultures C. among close friends D. in private instead of public Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Personal Space and Touch Difficulty Level: Easy 35. Tanya Vacharkilksemsuk and colleagues (2016) found that ______ body postures helped both men and women seem more attractive during speed dating.

A. submissive B. dominant C. expansive D. socially distant Ans: C Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Body Posture and Gait Difficulty Level: Easy 36. People can accurately identify someone’s sex simply by examining ______.

A. their gait B. the content of their speech C. moral judgments D. explanatory styles Ans: A Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Body Posture and Gait Difficulty Level: Easy 37. Overall, which of the following is TRUE of sex differences in nonverbal communication?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. Women displayed more dominant nonverbal behaviors.

B. Men show more other-oriented nonverbal behaviors.

C. Sex differences in nonverbal communication are larger than differences in verbal communication.

D. Female typical nonverbal behaviors mirror lower status nonverbal behaviors.

Ans: C Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication: What’s the Big Picture?

Difficulty Level: Medium 38. Biologically speaking, girls and boys tend to display differences in temperament early in infancy, with boys showing higher ______ and girls showing higher ______.

A. extroversion; introversion B. aggression; social selectivity C. arousal; impulse control D. capacity to delay gratification; affiliation traits Ans: C Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Emotional Experience and Expression Difficulty Level: Medium 39. Differences in ______ encourage(s) the expression of different emotions for boys and girls at a young age.

A. play patterns B. the likelihood of playing in same-sex groups C. the amount of freedom allowed D. popularity Ans: A Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Emotional Experience and Expression Difficulty Level: Easy 40. Openly expressing emotions is more or less acceptable across different cultures because they have different ______.

A. gender equality B. display rules C. average levels of educational attainment D. facial expressions for each emotion Ans: B

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Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Display Rules Difficulty Level: Easy 41. Suppose a researcher finds that women are more likely to report experiencing emotions such as sadness and men are more likely to report experiencing anger. But when she examines physiological indicators of these same emotions, she finds no sex differences. What is the most likely explanation for this inconsistency?

A. Emotions cannot be accurately assessed physiologically.

B. People’s self-reports of emotions may be influenced by gender stereotypes.

C. Participants are lying about their experiences to influence the results.

D. The original self-reported findings were likely a statistical fluke.

Ans: B Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Application Answer Location: Display Rules Difficulty Level: Hard 42. Brescoll and Uhlman (2008) found that women who expressed anger in the workplace were ______ relative to men who expressed anger.

A. more respected B. recommended lower salaries C. granted higher social status D. more socially excluded Ans: B Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Display Rules Difficulty Level: Easy 43. Livingston and Pierce (2009) argued that Black men who appear physically nonthreatening may have an advantage in seeking high-status positions over other Black men because ______.

A. they are less likely to make White men feel like they are losing relative status B. in general, people prefer appointing baby-faced individuals to high-status positions C. nonthreatening faces tend to be viewed as more competent by racial out groups D. they do not activate stereotypes about Black men as aggressive Ans: D Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Display Rules

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Difficulty Level: Medium 44. Greater permissibility of emotional expression in individualistic cultures primarily extends to what group?

A. women B. men C. people of color D. cisgender, heterosexuals Ans: A Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Application Answer Location: Display Rules Difficulty Level: Hard 45. ______ refers to the nonverbal communication of emotion in a clear manner that others can easily interpret.

A. Decoding accuracy B. Encoding accuracy C. Code-switching D. Paralinguistics Ans: B Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Encoding and Decoding Accuracy Difficulty Level: Easy 46. At what age are sex differences in decoding accuracy largest?

A. infancy B. childhood C. adolescence D. adulthood Ans: D Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Encoding and Decoding Accuracy Difficulty Level: Medium 47. The capacity to understand the minds of others and to know what they are thinking describes the ______ aspects of empathy.

A. emotional B. cognitive C. narrative D. somatic

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Ans: B Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Empathy and Emotional Intelligence Difficulty Level: Easy 48. Beginning to cry after seeing a stranger crying upon the death of her dog is an example of ______.

A. cognitive empathy B. emotional contagion C. encoding accuracy D. codes switching Ans: B Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Empathy and Emotional Intelligence Difficulty Level: Medium 49. Which of the following conditions produces the largest sex differences in empathic accuracy?

A. when participants know they are being evaluated on empathy B. when empathy is evaluated during childhood C. in countries high in gender equality D. when examined outside the lab in field studies Ans: A Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Empathy and Emotional Intelligence Difficulty Level: Medium 50. Reviews of sex differences in emotional intelligence find that (1) men estimate their emotional intelligence is ______ than women do and (2) women score ______ than men on measures of emotional intelligence.

A. higher; higher B. higher; lower C. lower; higher D. lower; lower Ans: A Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Empathy and Emotional Intelligence Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

True/False 1. The finding that women smile more than men is consistent across cultures.

Ans: T Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Smiling and Eye Contact Difficulty Level: Easy 2. In Eastern cultures, too much eye contact can signify disrespect.

Ans: T Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Knowledge Answer Location: Smiling and Eye Contact Difficulty Level: Easy 3. During interactions, girls and women tend to touch more and report greater comfort with being touched.

Ans: T Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Personal Space and Touch Difficulty Level: Easy 4. People can accurately identify someone’s sex just by seeing their gait (how they walk).

Ans: T Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Body Posture and Gait Difficulty Level: Easy 5. In general, sex differences in nonverbal behaviors are fairly consistent with gender role stereotypes and expectations.

Ans: T Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer location: Nonverbal Communication: What’s the Big Picture?

Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

6. Female typical nonverbal behaviors, such as nodding and smiling, differ between high- and low-status individuals.

Ans: F Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication: What’s the Big Picture?

Difficulty Level: Easy 7. Gendered language influencing social expectations and perceptions is inconsistent with the Whorfian hypothesis.

Ans: F Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: Gendered Features of Language Difficulty Level: Medium 8. Girls and women, compared to boys and men, more often use gossip as a form of relational aggression.

Ans: T Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Gossip Difficulty Level: Easy 9. Nations that have gendered languages have lower levels of gender equality compared to nations that speak genderless languages.

Ans: T Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Knowledge Answer Location: Grammatical Gender Difficulty Level: Easy 10. The “different cultures approach” would predict that, upon close examination, gender differences in communication style will be small and trivial.

Ans: F Learning Objective: 8.3: Evaluate how status, power, and culture shape sex differences in communication.

Cognitive Domain: Comprehension Answer Location: What Roles Do Sex and Gender Play in Verbal Communication?

Difficulty Level: Medium 11. On average, women are more talkative than men.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: F Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Who Talks More?

Difficulty Level: Easy 12. Researchers find no sex differences in the expression of affiliative emotions, such as sympathy and warmth.

Ans: F Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Emotional Experience and Expression Difficulty Level: Easy 13. Research on display rules reveals that women face social penalties for expressing sadness and men face penalties for expressing anger.

Ans: F Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Display Rules Difficulty Level: Easy 14. Charles Darwin was one of the first scientist to write about the importance of emotion and expression in communication.

Ans: T Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Encoding and Decoding Accuracy Difficulty Level: Easy 15. Women, relative to men, consistently show greater brain activity in response to witnessing others suffer.

Ans: F Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Empathy and Emotional Intelligence Difficulty Level: Easy Short Answer

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

1. Simpson and Stroh (2004) found what difference among male and female managers’ likelihoods of expressing or suppressing positive versus negative emotions?

Ans: Female managers express more positive emotions and suppress negative emotions while male managers suppress positive emotions and express negative emotions.

Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Comprehension Answer Location: Display Rules Difficulty Level: Medium 2. What is meant by the “generic masculine?” Provide an example and explain how it relates to the Whorfian hypothesis.

Ans: The generic masculine refers to the tradition of using male gender terms to refer to mixed-sex groups, sex unspecified groups, or people in general. Words such as mankind, forefathers, and manpower are examples of generic masculine language that refers to both men and women. It relates to the Whorfian hypothesis because research has found gendered language can influence people’s social perceptions and expectations.

Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Application Answer Location: Gendered Features of Language Difficulty Level: Hard 3. How do psychologists define gossip and what kind of sex differences exist in the tendency to engage in gossip?

Ans: Psychologists define gossip as conversation, often of a personal nature, about someone who is not present. Some reviews show that girls and women, compared to boys and men, show more interest in information about same-sex others and more often use gossip as a form of relational aggression.

Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Gossip Difficulty Level: Medium 4. Explain how patterns in the use of passive voice when describing domestic violence and rape affect blame attributed to victims and perpetrators.

Ans: Research shows that reporters use passive voice (e.g., “a rape was reported”) much more frequently when describing rape or sexual assault than when describing other crimes such as murder or robbery. Evidence suggests that people use passive voice more frequently to describe instances of domestic violence with male, rather than female perpetrators. Furthermore, when people read passive voice, compared to active voice, accounts of rape, they perceive more responsibility to victims and less responsibility to perpetrators. Likely without realizing it, crime reporters may describe

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

rape and domestic violence in ways that heighten the blame associated with female victims and reduce the blame associated with male perpetrators.

Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Comprehension Answer Location: The Influence of Gendered Language on Perceptions Difficulty Level: Medium 5. Schwarz and colleagues’ sample of 700 million words, phrases, and topics in Facebook messages created word clouds to visually represent male and female communication. Briefly summarize sex differences in these word clouds.

Ans: Men use profanity more frequently than women. Women use more emotion words and more social words and symbols. Men use the possessive “my” more when mentioning significant others, and men also are more likely to talk about objects.

Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Social Media Difficulty Level: Easy 6. Describe what emotional intelligence is and briefly summarize what sex differences, if any, emerge with respect to emotional intelligence.

Ans: Emotional intelligence is the ability to identify and manage one’s own emotions and the emotions of others and to use emotions to solve problems. Emotionally, intelligent people use their emotions effectively to solve problems and facilitate actions. Men tend to estimate their emotional intelligence higher than women do, but women score higher than men on various measures of emotional intelligence.

Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Knowledge Answer Location: Empathy and Emotional Intelligence Difficulty Level: Easy Essay 1. What is the Whorfian hypothesis? Describe the results of two studies that support the Whorfian hypothesis and explain why they support it.

Ans: The Whorfian hypothesis proposes that a person who uses one set of words or speaks one language may actually see the world differently than a person who uses a different set of words or speaks a different language. Students’ examples of studies that support the Whorfian hypothesis will vary. For instance, examples may include Stout and Dasguta’s (2011) study that found having an interviewer speak in the generic masculine decreased women’s sense of belonging and identification with the job; Wasserman and Weseley (2009) found that bilingual students who were randomly assigned a survey on sexist attitudes in gendered languages reported more sexist attitudes than when they completed the same survey in nongendered languages; and

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Frazer and Miller (2008) found that people use passive voice more frequently to describe instances of domestic violence with male compared to female perpetrators.

Each of these studies demonstrates the effects of language on social perceptions.

Learning Objective: 8.1: Describe how gender-related words and language shape perceptions.

Cognitive Domain: Analysis Answer Location: How Does Gender-Related Words Influence Social Perception?

Difficulty Level: Medium 2. Explain why the literature on sex differences in interruptions appears mixed and conflicting. What do meta-analyses of sex differences in interruptions conclude? Are there types of interruptions that show consistent sex differences? If so, describe them and explain when men and women may each be more likely to interrupt.

Ans: There are discrepancies across studies of sex differences in interruptions partly because the answer as to whether men or women interrupt more depends on the type of interruption being studied. Some kinds of interruptions are disrespectful and undermining, such as when one speaker cuts another off mid-sentence or talks over them. This sort of intrusive interruption can be interpreted as a way of showing dominance. Boys and men tend to commit more intrusive interruptions than girls and women, with a small-to-medium effect size. In contrast, another type of interruption involves simultaneous, overlapping talk that is supportive and cooperative, communicates interest on the part of the listener, and affirms the speaker’s meaning.

Women tend to use this type of supportive interruption more often than men. Thus, women tend to interrupt more often in ways that build rapport, whereas men tend to interrupt more often in ways that dominate and control the conversation. But these sex differences are not large.

Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Analysis Answer Location: Who Interrupts More?

Difficulty Level: Medium 3. Describe what kind of sex differences, if any, researchers examining smiling and eye contact have discovered. Include in your summary a description of one study relevant to smiling and one relevant to eye contact. To what extent are these sex differences affected by culture?

Ans: One research study examining yearbook photos from students in kindergarten through college found that starting around fourth grade, girls smile more than boys on average. This effect replicates in photos of adults, and the finding that women smile more than men is consistent across culture. Studies examining eye contact have discovered that men tend to look at their female interaction partners more while speaking to them and look away more while listening to them, a pattern known as visual dominance. In contrast, women look at their male interaction partners more while listening than when speaking. Men’s eye contact behavior is often interpreted as a display of dominance. Norms for eye contact do, however, vary across cultures. For instance, in East Asian cultures, excessive eye contact can communicate disrespect.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 8.2: Analyze sex similarities and differences in verbal and nonverbal communication.

Cognitive Domain: Analysis Answer Location: Smiling and Eye Contact Difficulty Level: Medium 4. What makes the question, “Who is more emotional--women or men?” complicated and difficult to answer? Explain two different ways of interpreting this question, then provide an answer for whether men or women are more emotional according to both interpretations. Support your answer with research findings.

Ans: Varies. The question of whether men or women are more emotional is complicated because it can be interpreted as referring to whether there are sex differences in how much people feel and experience emotions versus sex differences in how openly people express emotions. Evidence for each of these interpretations can be based on a variety of studies in the text. For instance, girls and women report experiencing more affiliative emotions, such as warmth, and vulnerable emotions, such as sadness and anxiety.

Boys and men report experiencing more anger and pride. However, these sex differences do not always emerge when examined using physiological indices or naturalistic observations. Thus, observed sex differences in experienced emotions may be driven by gender roles and stereotypes rather than actual differences in subjective experiences. However, even the evidence supporting sex differences in emotions shows that men and women experience different emotions. Sex differences in emotional expression are more consistent. Girls tend to express more other-oriented positive emotions (e.g., sympathy) and inward-focused negative emotions (e.g., fear and shame) than boys, who show more outward-focused emotions (e.g., anger) than girls.

Girls and women tend to be more emotionally expressive than boys and men, and they tend to convey emotions more accurately. Overall, it is difficult to answer whether men or women are more emotional. Evidence for differences in the experience of emotions is mixed across types of measures (e.g., self-report vs. physiological). However, evidence that women are slightly more emotionally expressive is more consistent, but men do tend to facially display certain emotions, such as anger, more than women.

Learning Objective: 8.4: Analyze how sex and gender shape the experience and expression of emotion.

Cognitive Domain: Analysis Answer Location: Emotional Experience and Expression Difficulty Level: Medium

Chapter 9: Sexual Orientation and Sexuality Test Bank Multiple Choice

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

1. ______ refers to the enduring pattern of cognitive, motivational, and behavioral tendencies that regulates the experience, conduct, and expression of sexuality.

A. Gender self-concept B. Sexual fluidity C. Gender identity D. Sexual orientation Ans: D Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: How Do Understandings of Sexuality and Sexual Orientation Differ Across Time and Culture?

Difficulty Level: Easy 2. In what time period did the earliest known reference to sexual orientation appear?

A. in ancient Rome B. during the Middle Ages C. in the late 19th century D. during the sexual revolution of the 1960s Ans: C Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: How Do Understandings of Sexuality and Sexual Orientation Differ Across Time and Culture?

Difficulty Level: Easy 3. What shift in views toward sexuality occurred in the mid-1800s?

A. People began seeing sexuality as something more continuous than dichotomous.

B. Society began condemning same-sex acts much more harshly than previously in history.

C. Explanations of sexuality began appealing to environmental rather than biological causes.

D. It became common to classify people into groups based on the sex of their desired partners.

Ans: D Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Comprehension Answer Location: How Do Understandings of Sexuality and Sexual Orientation Differ Across Time and Culture?

Difficulty Level: Medium 4. In ancient Greece, people’s sexuality was primarily linked to ______.

A. the sexual role they played (penetrative or receptive) B. what sex they were attracted to

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. what sex they engaged in sex acts with D. their gender identification Ans: A Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: How Do Understandings of Sexuality and Sexual Orientation Differ Across Time and Culture?

Difficulty Level: Easy 5. ______ refers to the label that a person uses to describe their sexual orientation and the emotional reactions that they have to it.

A. Sexual motivation B. Sexual identity C. Sexual behavior D. Sexual attraction Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Sexual Identity Difficulty Level: Easy 6. The labels heterosexual, lesbian, gay, and bisexual are examples of ______.

A. sexual motivations B. sexual identities C. sexual behaviors D. sexual attractions Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Sexual Identity Difficulty Level: Easy 7. What approximate percentages of men and women identify as gay and lesbian respectively?

A. 2% and 1% for men and women, respectively B. 10% for both men and women C. 5% of men and 10% of women D. 10% overall, with 15% and 5% for men and women, respectively Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Sexual Identity

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 8. Which of the following represents an individual who lacks all romantic interest in others?

A. asexual B. pansexual C. biromantic D. aromantic Ans: D Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: Sexual Identity Difficulty Level: Easy 9. People who identify as ______ experience romantic or sexual attractions to people of all sexes and gender identities.

A. polysexual B. pansexual C. asexual D. transsexual Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Sexual Identity Difficulty Level: Easy 10. Which of the following would be least likely to strongly identify with a sexual orientation label? Someone who is ______.

A. gay B. straight C. pansexual D. sexually fluid Ans: D Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Application Answer Location: Sexual Identity Difficulty Level: Hard 11. The ______ components of sexual orientation are experienced as feelings of desire and love, both of which consist of longing for, and impulse to seek proximity to, a given target.

A. motivation B. identity

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. behavior D. communal Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Desire and Love Difficulty Level: Easy 12. Sexual minority individuals who experience ______ feel less positive about their sexual identity and less connected to other LGBTQ individuals.

A. internalized homophobia B. pansexual identity C. low sexual motivation D. reduced behavioral control Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Sexual Identity Difficulty Level: Medium 13. Which of the following are motivational components of sexual orientation?

A. lust B. identity C. religion D. values Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Desire and Love Difficulty Level: Easy 14. ______ is a neurotransmitter associated with feelings of lust and sexual desire A. Vasopressin B. Oxytocin C. Histamine D. Serotonin Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Desire and Love Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

15. ______ motivates people to seek out sexual union, but ______ motivates people to direct their attention toward a specific partner.

A. Desire; lust B. Passionate love, companionate love C. Lust, love D. Sexual orientation, sexual identity Ans: C Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Motivation: Desire and Love Difficulty Level: Medium 16. The function of ______ in mammals is to ensure that vulnerable, highly dependent human infants receive caregiving during crucial stages of development.

A. polygamous relations B. the pair-bonding system C. serial monogamy D. lust Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Motivation: Desire and Love Difficulty Level: Medium 17. Which of the following provides an example to demonstrate why bonding and coparenting may have been important in humans’ evolutionary past?

A. Human infants wean at much younger ages than members of many other primate species, which means that human adults can have babies at relatively short intervals.

B. Humans are more capable of empathy than members of many other primate species.

C. Communal bonding was essential to surviving in a village of hunters and gatherers.

D. Humans have highly independent offspring from an early age.

Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Motivation: Desire and Love Difficulty Level: Medium 18. Roughly what percentage of U.S. adults report engaging in sexual activity with a same-sex partner?

A. 30% B. 20% C. 10% D. 2%

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: C Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: Sexual Behavior Difficulty Level: Easy 19. Exposure to Western ideas, norms, and attitudes can have what impact on sexual behaviors of non-Western societies?

A. decreases in sexual promiscuity B. adoption of less conservative sexual attitudes and behaviors C. lower rates of contraceptive use D. not becoming sexually active until a later age Ans: B Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Application Answer Location: Sexual Behavior Difficulty Level: Hard 20. Which of the following represents the rates of sexting among individuals in the United States?

A. The majority (over 50%) of adolescents are sexting--sending and receiving sexts.

B. Children and adolescents are sexting at higher rates than adults.

C. Adults are sexting at higher rates than children and adolescents.

D. Adults and youths are sexting at similar rates.

Ans: C Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Comprehension Answer Location: Sexual Behavior Difficulty Level: Medium 21. What did both Fu et al. (2019) and Laumann et al. (1994) find regarding the identity, desire, and behavioral dimensions of sexual orientation?

A. People experience their sexual orientation in a unified manner, with all of the dimensions lining up consistently. b. A small number of people showed inconsistencies across these dimensions, but these inconsistencies were unstable over time.

C. A large number of people showed inconsistencies across these dimensions.

D. A small number of people showed inconsistencies across these dimensions, and they remained stable across time.

Ans: D Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Complexity of Sexual Orientation Difficulty Level: Medium 22. Diamond (2005) finds evidence for sexual orientation subtypes that are characterized by ______ rather than by the sex or gender of the people for whom they are directed.

A. the extremity of sexual urges B. unconscious intuitions C. how fluid or stable they are D. the number of simultaneous partners Ans: C Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Complexity of Sexual Orientation Difficulty Level: Medium 23. Many sexual minority individuals experience an early phase of ______ during which they recognize a sense of differentness from others.

A. exploration B. commitment C. identity acceptance D. awareness Ans: D Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy 24. In the ______ phase, some sexual minority individuals experience identity uncertainty, during which their sexual orientation remains unclear.

A. exploration B. commitment C. identity acceptance D. awareness Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy 25. In the ______ phase, many sexual minority individuals increase their involvement in an LGBTQ community.

A. exploration

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. commitment C. identity acceptance D. awareness Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy 26. Following the ______ phase, some sexual minority individuals decide to enter a coming out phase in which they publicly labeled themselves and discuss their identities with others.

A. exploration B. commitment C. identity acceptance D. awareness Ans: C Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy 27. Because Islam strictly prohibits same-sex sexuality, some Muslim sexual minority individuals undergo a prolonged phase of ______.

A. exploration B. discovery of terminology C. identity uncertainty D. awareness Ans: C Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy 28. Relative to boys, sexual minority girls generally _______.

A. label their sexual identity at a slightly younger age B. become aware of same-sex attraction at an older age C. experience their first same-sex attraction as sexual rather than emotional D. disclose themselves as sexual minorities after their first same-sex contact Ans: B Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Milestone and Narrative Models of Sexual Minority Identity Development Difficulty Level: Easy 29. The majority of sexual minority boys/men report which of the following?

A. Their first same-sex attraction being sexual.

B. Their first same-sex attraction being emotional.

C. Their first same-sex sexual contact being with a romantic partner.

D. Their first same-sex sexual contact being with a stranger.

Ans: A Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Milestone and Narrative Models of Sexual Minority Identity Development Difficulty Level: Easy 30. The majority of sexual minority girls/women report which of the following?

A. Their first same-sex attraction being sexual.

B. Their first same-sex attraction being emotional.

C. Their first same-sex sexual contact being with a romantic partner.

D. Their first same-sex sexual contact being with a stranger.

Ans: C Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Milestone and Narrative Models of Sexual Minority Identity Development Difficulty Level: Easy 31. Which of the following theories argues that the more older biological brothers a man has, the higher his likelihood of being gay?

A. Behavioral genetics B. fraternal birth order effect C. neurohormonal theory D. alliance formation hypothesis Ans: B Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Biological Theories Difficulty Level: Medium 32. Which of the following theories focuses on prenatal exposure to testosterone and estradiol?

A. behavioral genetics

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. fraternal birth order effect C. neurohormonal theory D. alliance formation hypothesis Ans: C Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Biological Theories Difficulty Level: Medium 33. The finding that same-sex sexual activity between primate friends increases the likelihood of friends assisting and defending each other is consistent with which theory?

A. kin selection theory B. fecundity hypothesis C. neurohormonal theory D. alliance formation hypothesis Ans: D Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Evolutionary Theories Difficulty Level: Medium 34. Heritability estimates for sexual orientation suggest that genes account for about what range of the population variance in sexual orientation for men?

A. 10%–20% B. 66%–90% C. 14%–67% D. 40%–80% Ans: C Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Evolutionary Theories Difficulty Level: Medium 35. Ray Blanchard’s explanation of the ______ is that the mother’s body treats the male fetus as a foreign invader and activates an immune response against it. At a certain point, the mother produces enough antibodies to prevent the fetal brain from developing in the male-typical fashion, resulting in male homosexuality.

A. behavioral genetics B. fraternal birth order effect C. neurohormonal theory D. alliance formation hypothesis Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Biological Theories Difficulty Level: Medium 36. Evidence that heterosexual men who possess more communal traits tend to have more female sexual partners supports which theory of sexual orientation?

A. kin selection theory B. tipping point theory C. neurohormonal theory D. alliance formation hypothesis Ans: B Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Evolutionary Theories Difficulty Level: Medium 37. Examples of passionate same-sex friendships growing into feelings of sexual desire support which theory of sexual orientation?

A. kin selection theory B. tipping point theory C. biobehavioral model D. alliance formation hypothesis Ans: C Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: The Integrative Approach Difficulty Level: Medium 38. Finkel and Eastwick (2009) find that sex differences in sexual attraction disappear under what circumstances?

A. Women are injected with testosterone.

B. Women play the role of “approacher” in a speed dating context.

C. when men and women rate the attractiveness of groups rather than individuals D. when controlling for socioeconomic status Ans: B Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: How Do Sex and Gender Contribute to the Experience of Sexuality?

Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

39. Terri Conley finds that women tend to react less positively than men to casual sexual encounters primarily for what reason?

A. They are fearful of casual sexual partners.

B. They think they will be less likely to orgasm during the encounter.

C. They are less interested in casual sex in general.

D. They are playing “hard to get.”

Ans: B Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: How Do Sex and Gender Contribute to the Experience of Sexuality?

Difficulty Level: Medium 40. Sex differences, favoring women in self-report data, exist for which of the following?

A. pornography use B. masturbation C. casual sex D. same-sex experiences Ans: D Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: Sexual Behavior, Attitudes, and Brain Activity Difficulty Level: Easy 41. What best describes most self-reported sex differences in sexuality?

A. They fall in the medium to large range (ds > .4).

B. They are culturally universal.

C. They have poor test–retest reliability.

D. They fall in the small range (ds < .4).

Ans: D Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: Sexual Behavior, Attitudes, and Brain Activity Difficulty Level: Easy 42. Which of the following groups of people have the lowest orgasm rates during sex?

A. heterosexual women B. heterosexual man C. gay men D. lesbian women Ans: A Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Orgasm Frequency and Sexual Satisfaction Difficulty Level: Easy 43. Which of the following has research shown to predict orgasm rates among women?

A. having anal sex B. frequency of sexual encounters C. the duration of sexual encounters D. a casual hookup encounter Ans: C Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: Orgasm Frequency and Sexual Satisfaction Difficulty Level: Medium 44. Which of the following describes some of the effects of gender reconstructive surgery or hormone treatments upon orgasm rates?

A. Transwomen consistently report lower orgasm rates after surgery.

B. The effects are incredibly variable and inconsistent for both transwomen and transmen.

C. Transmen report high orgasm rates.

D. Transmen report reduced orgasm rates.

Ans: C Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: Orgasm Frequency and Sexual Satisfaction Difficulty Level: Medium 45. Diamond’s (2008) longitudinal study of sexual minority women found what percent changed their identified sexual orientation over a 10-year period?

A. 10% B. 33% C. 66% D. 80% Ans: C Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: Sexual Fluidity Difficulty Level: Easy 46. Lisa Diamond (2007) proposed that women’s overall pattern of sexual desire is primarily drive by which of the following?

A. sexual arousability B. reproduction

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. sexual proceptivity D. pleasure Ans: A Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: Sexual Fluidity Difficulty Level: Medium 47. What evidence is there to support sex differences in sexual trajectories (e.g., age at which men and women reach their sexual peaks)?

A. Men’s hormones peak at a younger age than women.

B. Men self-report their highest levels of lust at a younger age than women.

C. Women have more sexual partners in middle-age compared to men.

D. Women start generating more testosterone in their early 30s.

Ans: B Learning Objective: 9.5: Understand issues in sexuality across the life course, such as sexual peaks and the medicalization of sexual changes.

Cognitive Domain: Comprehension Answer Location: Sexual Trajectories Difficulty Level: Medium 48. Which of the following is TRUE of the relationship between sexual health and physical health?

A. Sexual satisfaction is negatively correlated with both physical and mental health.

B. The importance of sexual health for quality of life increases in old age.

C. Sexual health relates to physical health in Western but not Eastern cultures.

D. People who have regular, more enjoyable sex have lower mortality rates.

Ans: D Learning Objective: 9.5: Understand issues in sexuality across the life course, such as sexual peaks and the medicalization of sexual changes.

Cognitive Domain: Comprehension Answer Location: Sexual Trajectories Difficulty Level: Medium 49. Which of the following perspectives on decreases in sexuality in old age can make people feel like there is something wrong with them and cause them to seek out unnecessary, sometimes ill-advised treatments?

A. the medicalization of sexuality B. the genetic perspective C. the socially constructed approach D. interpretations specific to collectivist cultures Ans: A Learning Objective: 9.5: Understand issues in sexuality across the life course, such as sexual peaks and the medicalization of sexual changes.

Cognitive Domain: Application

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: The Medicalization of Sexual Changes Difficulty Level: Hard 50. Which of the following is TRUE of changes in sexuality and related hormones that often occur in middle age (e.g., menopause in women and erectile dysfunction in men)?

A. These processes, both menopause and erectile dysfunction, are natural and normal.

B. They should be treated with medication to increase mental and physical health.

C. Menopause occurs in all women, but erectile dysfunction only occurs in a small subset of men and should be medically treated.

D. Treatments for these hormonal changes carry no meaningful risks.

Ans: A Learning Objective: 9.5: Understand issues in sexuality across the life course, such as sexual peaks and the medicalization of sexual changes.

Cognitive Domain: Comprehension Answer Location: The Medicalization of Sexual Changes Difficulty Level: Medium True/False 1. Sexual orientation refers only to the person to whom romantic and sexual feelings are directed.

Ans: F Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: What Is Sexual Orientation?

Difficulty Level: Medium 2. The idea that people have a stable, internal drive that orients them sexually toward members of a particular sex is an old idea that dates back to ancient Western civilization.

Ans: F Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Knowledge Answer Location: What Is Sexual Orientation?

Difficulty Level: Easy 3. About 10% of the population identifies gay or lesbian.

Ans: F Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Sexual Identity Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

4. The sexual desire (or lust) dimension of the motivational components of sexual orientation motivates people to direct their attentions toward a specific person who is cherished above others.

Ans: F Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Motivation: Desire and Love Difficulty Level: Medium 5. Cross-cultural evidence indicates that passionate love toward mating partners is a universal or near-universal human experience.

Ans: T Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Desire and Love Difficulty Level: Easy 6. The neurotransmitters dopamine and norepinephrine play a key role in the early stages of passionate love.

Ans: T Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Desire and Love Difficulty Level: Easy 7. Recent research in the United States suggests that about half of adults send sexts.

Ans: T Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Motivation: Sexual Behavior Difficulty Level: Easy 8. For many sexual minorities, an awareness phase, in which they recognize a sense of differentness from others, marks the first phase in sexual identity development.

Ans: T Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Phase Models of Sexual Identity Development Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

9. Girls and women are more likely than boys and men to label themselves as sexual minorities before their first same-sex sexual contact.

Ans: T Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Milestone and Narrative Models of Sexual Minority Identity Development Difficulty Level: Easy 10. The fraternal birth order effect postulates that gay men provide above-average levels of child-rearing assistance to siblings, thus increasing the survival of nephews and nieces and passing along genes that code for male same-sex orientation.

Ans: F Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Knowledge Answer Location: Biological Theories Difficulty Level: Easy 11. The alliance-formation hypothesis reflects an evolutionary psychology theory of sexual orientation.

Ans: T Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Knowledge Answer Location: Evolutionary Theories Difficulty Level: Easy 12. Examples of passionate same-sex friendships growing into feelings of sexual desire is consistent with the biobehavioral model of sexual orientation.

Ans: T Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: The Integrative Approach Difficulty Level: Medium 13. Sex differences in “pickiness” when selecting mates disappear when women play the role of “approacher” (introducing themselves to men).

Ans: T Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: How Do Sex and Gender Contribute to the Experience of Sexuality?

Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

14. Genes explain about a third of the population variance in women’s rates of orgasm during sexual intercourse.

Ans: T Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: Orgasm Frequency and Sexual Satisfaction Difficulty Level: Easy 15. Women’s sexual orientation tends to change more over their lives than men’s.

Ans: T Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Knowledge Answer Location: Sexual Fluidity Difficulty Level: Easy Short Answer 1. How did cultural understandings of sexual behavior change in the mid-1800s.

Ans: Understandings of sexual behavior shifted from something people did to something people had. In other words, in 1800, people began classifying people into groups based on the sex of people they desired.

Learning Objective: 9.1: Locate current understandings of sexuality and sexual orientation within social, cultural, and historical contexts.

Cognitive Domain: Comprehension Answer Location: How Do Understandings of Sexuality and Sexual Orientation Differ Across Time and Culture?

Difficulty Level: Medium 2. Briefly describe the difference between early and later stages of love.

Ans: The early stage of love, passionate love, consists of arousal, urgent longing, feelings of exhilaration, and obsessive thinking about the love object. The later stages of love, companionate love, consist of calm, warm, and emotionally close feelings of intimacy toward a familiar other.

Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Motivation: Desire and Love Difficulty Level: Medium 3. Studies have shown that exposure to Western ideas, norms, and attitudes can have what kind of impact on sexual behavior in non-Western societies?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: Upon exposure to Western norms, young people report engaging in sexual activity at a younger age, having sex with more partners, and having more sexual intercourse outside of marriage.

Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Comprehension Answer Location: Sexual Behavior Difficulty Level: Medium 4. Briefly explain the difference in how phase models and milestone models approach explaining the development of sexual orientation.

Ans: According to phase models, sexual identity development is characterized by distinct emotional, psychological, social, and behavioral phases that mark important transitions in self-knowledge and self-definition. Rather than identifying phases of identity development, milestone models instead identify the timing, sequence, and tone of different milestones that are generally experienced by most sexual minority experiences.

Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Analysis Answer Location: How Does Sexual Orientation Develop?

Difficulty Level: Medium 5. Describe Two sex differences in the ages and/or sequence in which milestones among sexual minorities occur.

Ans: Answers can describe any two sex differences in milestone described in the text.

For example, girls, relative to the boys, more frequently experience their first same-sex attraction in emotional terms. And girls generally become aware of same-sex attraction at a slightly older age than boys.

Learning Objective: 9.2: Describe the multiple dimensions of sexual orientation, and analyze different models of sexual identity development.

Cognitive Domain: Knowledge Answer Location: Milestone and Narrative Models of Sexual Minority Identity Development Difficulty Level: Easy 6. Describe the logic behind tipping point theory’s account of how genes for same-sex orientation are passed down.

Ans: The theory posits that there may be a group of genes that together code for samesex sexuality in men. Genes in this group also code for communal personality tendencies such as kindness and sensitivity. Some men inherit the genes for communal personality but remain heterosexual, and because communal traits are desirable to women, these men have a reproductive advantage over their peers: Their desirable personalities increase their mating opportunities, and they pass on their genes. Men who inherit many of these genes, however, reach a tipping point at which their own mate preferences become reversed and they demonstrate same-sex orientation.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Comprehension Answer Location: Evolutionary Theories Difficulty Level: Medium 7. Describe how Finkel and Eastwick (2009) manipulated a “speed dating” task to eliminate sex differences in selectivity or “pickiness” in mates.

Ans: They manipulated whether men or women played the role of “approacher.” When women were assigned to approach and introduce themselves to men during the speed dating task, sex differences in pickiness disappeared.

Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Comprehension Answer Location: How Do Sex and Gender Contribute to the Experience of Sexuality?

Difficulty Level: Medium Essay 1. Choose two theories for why people differ in sexual orientation. Explain how they account for variance in sexual orientation, what evidence supports each, and whether each approach most reflects a biological, evolutionary, or integrative perspective.

Ans: Responses may include any two theoretical approaches described in the text. A sample answer may proceed as follows: The fraternal birth order effect represents a biological approach. Its proponents argue that male fetuses emit an antigen that evokes a maternal immune response that grows stronger with each subsequent male fetus. At a certain point, the mother produces enough antibodies to prevent the fetal brain from developing in the male-typical fashion, resulting in male homosexuality. This account is supported by the positive correlation between the number of older brothers a male has and his own likelihood of identifying as gay. This effect is also exclusive to men and cannot be explained by environmental factors as revealed by adoption studies. One evolutionary account of sexual orientation, the alliance formation hypothesis, argues that same-sex sexual activity promotes beneficial friendship bonds between unrelated primate pairs. If such behavior increases survival rates, then it should get transmitted genetically from one generation to the next. For example, researchers have observed that friend pairs who bond with the same-sex sexual activity are more likely to display reciprocal altruism, however this hypothesis is derived purely from studies of nonhumans.

Learning Objective: 9.3: Evaluate biological, evolutionary, and integrative theories of sexual orientation.

Cognitive Domain: Analysis Answer Location: Why Do People Differ in Sexual Orientation?

Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

2. Conley and colleagues (2011) summarize a number of common beliefs about sex differences in relationship preferences and sexuality. Describe three of these common beliefs and the alternative findings/interpretations provided by Conley and colleagues.

Ans: Varies. Answer options appear in Table 9.4. Students may include the following, for example: One common belief mentioned by Conley and colleagues is that men desire more sexual partners than women do over their lifetime. Conley et al. (2011) argue that sex differences in desire for sexual partners disappear when examining the median rather than the mean of number of partners desired, suggesting that the sex differences are driven by outliers. Another common belief is that men are more open to casual sex than women are, reflecting their greater interest in sex. However, sex differences in willingness to have casual sex disappear when the casual sex partner is believed to be good in bed and when women do not expect to be “slut-shamed.” Finally, people typically assume that women are choosier than men when picking mates, but these differences disappear when women play the role of “approacher.”

Learning Objective: 9.4: Explain sex differences in sexuality, including attitudes and behaviors, orgasms and sexual satisfaction, and sexual fluidity.

Cognitive Domain: Analysis Answer Location: How Do Sex and Gender Contribute to the Experience of Sexuality?

Difficulty Level: Medium 3. Describe common assumptions regarding sex differences in sexual trajectories (i.e., when women and men reach their sexual peaks). What evidence exists to support these assumptions? What evidence conflicts with them? Cite as least one research finding for and against sex differences in sexual trajectories. How does the research on sexual trajectories conflict with common assumptions about relevant sex differences?

Ans: It is commonly assumed that men reach their peak 10 years younger than women do. In other words, people tend to believe that men desire sexual contact most strongly at an earlier age than women do. On a biological level, there is little evidence that hormone levels of men and women follow different trajectories or that women’s hormones peak at an older age than men’s. However, when examining self-reports of sexual desire, men report their highest levels of lust in their late 20s and women report their highest levels of lust in their early to mid-30s. Thus, the evidence between biological and self-report data conflict with one another and the evidence from selfreport data points to a smaller difference than a 10-year gap in sexual peaks (as described by common assumptions).

Learning Objective: 9.5: Understand issues in sexuality across the life course, such as sexual peaks and the medicalization of sexual changes.

Cognitive Domain: Analysis Answer Location: Sexual Trajectories Difficulty Level: Medium

Chapter 10: Interpersonal Relationships Test Bank

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Multiple Choice 1. Having frequent, affectively positive interactions with a small number of other people helps satisfy what psychological need?

A. achievement needs B. creativity needs C. need to identify D. need to belong Ans: D Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: What Roles Do Sex and Gender Play in Social Networks and Friendships?

Difficulty Level: Easy 2. What relationship does the size of one’s social network share with one’s health?

A. Having a larger social network predicts better mental health but not physical health.

B. Larger social networks are associated with increased anxiety.

C. People with larger social networks live longer on average.

D. The association between social networks and longevity does not exist after controlling for health behaviors.

Ans: C Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Social Networks and Friendships Difficulty Level: Medium 3. Which of the following represents a sex difference in social networks?

A. Women spend more time with their social networks than men.

B. Men view their networks as more emotionally available to them than women.

C. By adolescence, sex differences in network size start to appear.

D. Men offer more responsive and attentive support to network members than women.

Ans: A Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Social Networks and Friendships Difficulty Level: Medium 4. In which of the following ways does the social network composition differ by race and ethnicity?

A. White people have larger social networks than people of color.

B. Extended family plays a larger role in the social networks of Latinx Americans than White Americans.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. The social networks of people of color contain more nonrelative friends than the networks of White people.

D. The social networks of White Americans provide more social support than the networks of people of color.

Ans: B Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Social Networks and Friendships Difficulty Level: Medium 5. Women’s same-sex friendships involve higher levels of ______, while men’s samesex friendships tend to involve higher levels of ______.

A. social support; shared activities B. shared activities; social support C. shared emotions; personal disclosure D. discussions of nonpersonal topics; shared activities Ans: A Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Friendship Intimacy Difficulty Level: Medium 6. ______ and ______ have been shown to explain some of the sex differences in friendship intimacy (e.g., same-sex closeness) for men.

A. Emotional restraint; homophobia B. Masculinity threats; sex hormones C. Perceived weakness; cognitive dissonance D. Pluralistic ignorance; self-fulfilling prophecies Ans: A Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Friendship Intimacy Difficulty Level: Medium 7. The ______ perspective argues that men’s and women’s friendships both allow for intimacy, but via different social dynamics.

A. sociomasculine B. evolutionary C. precarious manhood D. homosocial Ans: D Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: Friendship Intimacy Difficulty Level: Easy 8. According to the homosocial perspective, which of the following would be more typical of same-sex friendships among women than among men?

A. participation in competitive activities B. hierarchically organized friend groups C. large groups of friends participating in shared activities D. small friend groups with high levels of self-disclosure Ans: D Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Application Answer Location: Friendship Intimacy Difficulty Level: Hard 9. Gilchrist-Petty and Bennett (2019) found that which people tend to hold the most negative attitudes about cross-sex best friendships?

A. single people B. fathers of daughters C. married people D. engaged people Ans: D Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Cross-Sex Friendships Difficulty Level: Easy 10. Straight women rate dating advice from which group as the most trustworthy?

A. straight women B. lesbian women C. gay men D. straight men Ans: C Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Cross-Sex Friendships Difficulty Level: Easy 11. Research shows that approximately what percentage of college students reported at least one friends-with-benefits arrangement in the past year?

A. less than 10% B. 25%

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. 50% D. over 75% Ans: C Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Hookups and Friends With Benefits Difficulty Level: Easy 12. Sexual minorities often develop chosen families, which are ______.

A. friendships that are more likely to result in sexual intimacy B. friend circles who understand the unique challenges of being LGBTQ+ C. groups of friends who provide more social expertise than biological families D. social groups that have more social influence than biological families Ans: B Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: LGBTQ+ Friendships Difficulty Level: Easy 13. Lisa Diamond’s research reveals that sexual minority women are especially likely to form what kind of friendships with one another?

A. exchange friendships B. passionate friendships C. protective friendships D. competitive friendships Ans: B Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: LGBTQ+ Friendships Difficulty Level: Easy 14. When selecting mates, women report ______ as more important than men do, while men report ______ as more important than women do.

A. intelligence; sense of humor B. ambition; good looks C. financial stability; emotional stability D. social ability; education Ans: B Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Comprehension Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

15. In which of the following contexts do sex differences in preferring physically attractive mates not emerge?

A. in collectivist cultures B. in Western cultures C. when considering long-term relationships D. when considering short-term relationships Ans: D Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Application Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Hard 16. Recent research shows that both Black women and Black men report desiring which of the following qualities in an ideal marriage partner?

A. physical attractiveness B. emotional stability C. financial stability D. housekeeping abilities Ans: C Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Knowledge Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Easy 17. The ______ perspective view sex differences in mate preferences are the product of social roles and labor divisions.

A. evolutionary B. sociocultural C. homosocial D. biobehavioral Ans: B Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Comprehension Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Medium 18. Cross-cultural universality of sex differences in mate preferences supports which theoretical approach?

A. evolutionary B. sociocultural C. homosocial D. biobehavioral

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: A Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Comprehension Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Medium 19. What did Eastwick and colleagues (2014) meta-analysis of mate preferences reveal about men and women’s preferences for physical attractiveness?

A. Ratings of partners’ physical attractiveness predict romantic interest more strongly for men than women.

B. Ratings of partners’ physical attractiveness did not strongly predict romantic interest for men nor women.

C. Ratings of partners’ physical attractiveness predict romantic interest more strongly for women than men.

D. Ratings of partners’ physical attractiveness predict romantic interest moderately strongly for both women and men.

Ans: D Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Comprehension Answer Location: Mate Selection: Whom Do We Choose?

Difficulty Level: Medium 20. Partner homogamy refers to the strong, cross-cultural tendency for people to bond and mate with people who ______.

A. balance out their own personality traits B. are similar to them on a wide number of variables C. provide honest feedback D. have access to more resources than themselves Ans: B Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Knowledge Answer Location: Mate Selection: Whom Do We Choose?

Difficulty Level: Easy 21. Stereotyped, cognitive representations of the sequence of events and behaviors that occur during dates are called ______.

A. dating schemas B. paternalistic chivalry C. dating scripts D. dating attitudes Ans: C Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: Dating Relationships Difficulty Level: Easy 22. Andre (man) and Tasha (woman) are both in their early 20s and on their first date.

Which of the following behaviors would be inconsistent with typical dating scripts for young women and men?

A. Andre selects the restaurant for the date.

B. Andre picks Tasha up from her house.

C. Tasha initiates sexual contact.

D. Tasha lets Andre pay for their movie tickets.

Ans: C Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Application Answer Location: Dating Relationships Difficulty Level: Hard 23. Paternalistic chivalry reflects what kind of attitudes?

A. blatantly oppressive attitudes B. explicitly sexist C. hostilely sexist D. benevolently sexist Ans: D Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Comprehension Answer Location: Dating Relationships Difficulty Level: Medium 24. Which of the following is TRUE of sex differences in love and romance?

A. Evidence is mixed and likely indicative of greater similarity and difference between men and women.

B. Men rate themselves higher than women on traits related to emotional investment.

C. Women consistently report falling in love more than men.

D. College-age women and men prefer different types of “love acts.”

Ans: A Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Comprehension Answer Location: Dating Relationships Difficulty Level: Medium 25. Throughout human history, marriage has rarely been about ______.

A. expanding family networks B. romantic desires

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. sharing resources D. increasing the family labor source Ans: B Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: A Brief Social History of Marriage Difficulty Level: Easy 26. As late as 18th-century British colonial America, a woman became a feme covert when married, meaning what?

A. She gained considerable social status.

B. She was allowed to participate in certain social activities such as voting and religious ceremonies.

C. She transferred much of her identity to that of her husband, losing much of her legal standing in the process.

D. She underwent mild surgical procedures to emphasize a feminine appearance.

Ans: C Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: A Brief Social History of Marriage Difficulty Level: Easy 27. Women’s status improved within marriages over time largely as a result of ______.

A. industrialization B. World War II C. feminist movements D. the Renaissance Ans: C Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: A Brief Social History of Marriage Difficulty Level: Easy 28. Families in the United States have changed in which of the following ways since the 1960s?

A. The percentage of adults age 25 or older who have never been married has decreased from 20% to 10% B. Women are having fewer children and having them at older ages.

C. Rates of cohabitation and remarriage have decreased.

D. Women are less likely to have children outside of marriage.

Ans: B Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: The Changing American Family Difficulty Level: Easy 29. Which of the following describes the trajectory of the percentage of children in the United States who live in a family with two married parents in their first marriage?

A. The percentage has decreased from around 75% to 50%.

B. The percentages stayed relatively flat since 1960.

C. The percentage has risen from around 50% to 75%.

D. The majority of children today live in households with at least one divorced parent.

Ans: A Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: The Changing American Family Difficulty Level: Easy 30. Today in the United States, married women on average have more ______ than their husbands.

A. money B. time spent working outside the home C. education D. job opportunities Ans: C Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: The Changing American Family Difficulty Level: Easy 31. Most marriages throughout human history have been ______.

A. romantically motivated B. arranged by third parties C. chosen by the man D. autonomous Ans: B Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: Arranged Versus Autonomous Marriages Difficulty Level: Easy 32. Eighty-two percent of recorded human societies throughout history have permitted ______ type of marriage.

A. polygyny B. polyandry

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C. monogamous marriages only D. polyamory Ans: A Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: Polygyny and Polyandry Difficulty Level: Easy 33. In what type of relationship arrangement do all partners agree that is acceptable to pursue sexual and/or romantic relationships with more than one other partner?

A. polygyny B. polyandry C. monogamy D. polyamory Ans: D Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: Consensual Nonmonogamy and Polyamory Difficulty Level: Easy 34. Which of the following is TRUE of labor divisions in relationships in Western cultures?

A. Hierarchy in labor divisions predicts higher relationship satisfaction.

B. Members of heterosexual couples typically divide labor based on who holds more monetary power.

C. Perceived fairness in labor divisions is more important than actual equality.

D. Objective equality is more influential than perceived fairness in labor divisions Ans: C Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Dividing Labor and Childcare Difficulty Level: Medium 35. Which of the following is inconsistent with typical divisions of labor in relationships in the West?

A. Couples who share domestic labor equally report the highest relationship satisfaction.

B. Childless married heterosexual couples have the most egalitarian labor divisions.

C. Wives log more hours into housework and childcare than husbands in many heterosexual couples, even when they hold jobs.

D. Working-class couples tend to have more gender-traditional divisions of labor in the home.

Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Dividing Labor and Childcare Difficulty Level: Medium 36. When asked to describe the typical ways that people of their own sex show love, men are more likely than women to mention acts such as ______.

A. displaying affection in public B. buying gifts C. performing sex acts D. listening to their partner’s problems Ans: B Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Showing Love Difficulty Level: Easy 37. For wives, but not husbands, those who report greater love for their partners show ______.

A. less criticizing B. more time spent on joint activities C. increased likelihood to initiate sex D. more gift-giving Ans: A Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Showing Love Difficulty Level: Medium 38. On average, men tend to react with more jealousy to a partner’s ______, while women experience more jealousy in response to ______.

A. sexual infidelity; emotional infidelity B. emotional infidelity; sexual infidelity C. cheating with friends; cheating with strangers D. cheating with strangers; cheating with friends Ans: A Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Jealousy Difficulty Level: Medium 39. What adaptive behavior does jealousy in relationships motivate?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. increasing trust between partners B. fending off rivals C. decreasing emotional conflict D. publicly displaying earning potential Ans: B Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Application Answer Location: Jealousy Difficulty Level: Hard 40. Evolutionary theorists argue that the triggers of jealousy in men trace back to the problem of ______.

A. securing a committed mate B. parental investment C. limited opportunities to pass on offspring D. paternity uncertainty Ans: D Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Jealousy Difficulty Level: Medium 41. Based on a 3-min videotape of newlyweds discussing problematic issues, Gottman and Levenson (2000) were able to predict ______.

A. the frequency of sexual intimacy per month B. how couples divided household labor C. the number of children couples had over the next 10 years D. divorce over a 14-year period with 93% accuracy Ans: D Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Dealing With Conflict Difficulty Level: Easy 42. Gottman and Levenson (2000) found which of the following was key in predicting divorce?

A. absolute increases in emotional expressiveness B. demand–withdraw patterns C. rapid escalation of negative emotions among wives D. an increase in nonverbal expressions of positive emotions Ans: B Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

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Cognitive Domain: Comprehension Answer Location: Dealing With Conflict Difficulty Level: Medium 43. When it comes to separation and divorce, men are more likely than women to admit to what?

A. criticism B. infidelity C. financial issues D. poor division of labor Ans: B Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Separation and Divorce Difficulty Level: Easy 44. ______, women suffer more from divorce, and ______, men suffer more.

A. Mentally; physically B. Emotionally; cognitively C. Socially; individually D. Financially; psychologically Ans: D Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Separation and Divorce Difficulty Level: Easy 45. What best describes the trajectory of marital satisfaction as a function of having children?

A. Satisfaction only decreases when children leave the home.

B. Satisfaction increases gradually as children develop.

C. Satisfaction declines following the birth of children.

D. Satisfaction increases for the first few years of having children then dips during adolescence.

Ans: C Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Parent to Parent: Gender and Parental Relationships Difficulty Level: Easy 46. In the short period following an infant’s birth, mothers are more likely than fathers to experience ______.

A. depression

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. an increase in life satisfaction C. changes in personality D. cognitive deficits Ans: A Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Parent to Parent: Gender and Parental Relationships Difficulty Level: Easy 47. Compared to nonparents, parents report higher levels of ______.

A. marital satisfaction B. meaning in life C. neuroticism D. financial stability Ans: B Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Parent to Parent: Gender and Parental Relationships Difficulty Level: Easy 48. Claims like, “a mother’s intuition is always right,” reflect ______.

A. explicit prejudice B. hostile sexism C. essentialist beliefs D. accurate biological differences Ans: C Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Application Answer Location: Parent to Child: Gender and Caring for Children Difficulty Level: Hard 49. Which of the following reflects a common essentialist belief about mothers and fathers?

A. Boys don’t need fathers to develop in a healthy manner.

B. Children need fathers more than mothers.

C. Motherhood is a difficult choice for a woman to make.

D. Men lack a biological parenting instinct.

Ans: D Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Parent to Child: Gender and Caring for Children Difficulty Level: Medium

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50. What best describes what the research says about sex differences in parenting skills?

A. They are sensitive to whichever parent is the primary caregiver of the infant.

B. They emerge for parenting young children but disappear as children develop.

C. They are associated with estrogen.

D. They exist for parenting girls but not boys.

Ans: A Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Parent to Child: Gender and Caring for Children Difficulty Level: Medium True/False 1. People with smaller social networks die earlier than those with more social connections, from all causes of death, even after controlling for things like initial health status and exercise.

Ans: T Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Social Networks and Friendships Difficulty Level: Easy 2. Intimate partnerships tend to be more important for the health of men than women.

Ans: T Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Friendship Intimacy Difficulty Level: Easy 3. The homosocial perspective claims that women’s friendships allow for more intimacy than men’s friendships.

Ans: F Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Friendship Intimacy Difficulty Level: Medium 4. Most college students report that sex improves the quality of their friendship in a friends-with-benefits arrangement.

Ans: T

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: Hookups and Friends With Benefits Difficulty Level: Easy 5. Some research indicates that LGBTQ+ individuals have larger and more diverse friend networks than transgender individuals.

Ans: F Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Knowledge Answer Location: LGBTQ+ Friendships Difficulty Level: Easy 6. There are no sex differences in mate preference for traits such as emotional stability, intelligence, and sociability.

Ans: T Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Knowledge Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Easy 7. Sex difference in mate preference largely replicate across diverse cultures that otherwise differ greatly.

Ans: T Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Knowledge Answer Location: Mate Preferences: Similarities and Differences Difficulty Level: Easy 8. Studies show that dating scripts for first dates among young men and women changed considerably in the 1990s and 2000s.

Ans: F Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Knowledge Answer Location: Dating Relationships Difficulty Level: Easy 9. Gendered divisions of labor disappear in couples that both have full-time jobs.

Ans: F Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

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Cognitive Domain: Knowledge Answer Location: Happy Relationships: Equity and Love Difficulty Level: Easy 10. In contrast to the 1960s, very few adults in Western societies get married today.

Ans: F Learning Objective: 10.4: Describe diverse marital arrangements across sociohistorical contexts, races and ethnicities, cultures, and sexual orientations.

Cognitive Domain: Knowledge Answer Location: Contemporary Marriage-Like Relationships Difficulty Level: Easy 11. Across cultures, women report relationship problems and initiate divorce more often than men.

Ans: T Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Knowledge Answer Location: Separation and Divorce Difficulty Level: Easy 12. Parenthood is typically associated with increases in relationship satisfaction.

Ans: F Learning Objective: 10.6: Describe the roles of sex and gender in parenting and family relationships.

Cognitive Domain: Knowledge Answer location: Parent to Parent: Gender and Parental Relationships Difficulty Level: Easy 13. In general, research on sex differences in parent support the axiom “a mother’s intuition is always right.”

Ans: F Learning Objective: 10.6: Describe the roles of sex and gender in parenting and family relationships.

Cognitive Domain: Application Answer Location: Parent to Child: Gender and Caring for Children Difficulty Level: Hard 14. Children of caregivers who consistently provide warm and sensitive responses to their infants tend to have the best outcomes in terms of social and emotional competence later in life.

Ans: T Learning Objective: 10.6: Describe the roles of sex and gender in parenting and family relationships.

Cognitive Domain: Knowledge Answer Location: Parent to Child: Gender and Caring for Children

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Difficulty Level: Easy 15. Research shows that children who have both a mother and a father tend to have the best physical and mental health outcomes throughout life.

Ans: F Learning Objective: 10.6: Describe the roles of sex and gender in parenting and family relationships.

Cognitive Domain: Knowledge Answer Location: Parent to Child: Gender and Caring for Children Difficulty Level: Easy Short Answer 1. Explain the relationship between the male gender role and sex differences in samesex closeness during friendship.

Ans: The male gender role discourages certain forms of same-sex closeness. For example, boys and men learn to restrict expressions of emotions, and especially vulnerable emotions that might make them appear weak or needy. Moreover, the male gender role discourages intimate bonds with other men that might raise suspicions about homosexuality.

Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Friendship Intimacy Difficulty Level: Medium 2. In adulthood, how do the social networks of men and women differ from one another?

Ans: Women’s social networks tend to be richer (if not larger) than men’s. Compared to men, women tend to spend more time with their networks, view their networks as more emotionally available to them, and get more emotional support from their networks.

Women also tend to offer more responsive and attentive support to network members than men do.

Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Comprehension Answer Location: Social Networks and Friendships Difficulty Level: Medium 3. What are dating scripts, how have they changed over recent decades, and what type of dating scripts dominate Western culture?

Ans: Dating scripts are stereotyped, cognitive representations of the sequences of events and behaviors that occur during dates. Both women and men expect men to plan first dates, select the venue and activities, pick their date up, and pay for the date. If sexual contact occurs, men are expected to initiate it. These scripts have remained relatively unchanged in recent decades.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Comprehension Answer Location: Dating Relationships Difficulty Level: Medium 4. Briefly explain how women and men are similar and different from one another when it comes to experiencing love and romance.

Ans: Despite stereotypes of women as the more romantic sex, some research reveals that women and men generally think of and experience love in similar ways, as an affectionate feeling of deep attachment to another. Moreover, several studies find no sex differences in how frequently or easily people fall in love, and rates of falling in love appear similar between transgender and cisgender people. One study of sex differences in desired love behaviors found only one reliable effect: Women, on average, report a stronger desire than men for partners to show love with acts such as being a good listener, spending time talking, and creating a feeling of security (Perrin et al., 2011). In short, the sexes may be more similar than different when it comes to how they experience love and romance.

Learning Objective: 10.3: Explain the roles of gender and gender norms in dating relationships and romance.

Cognitive Domain: Comprehension Answer Location: Love and Romance Difficulty Level: Medium 5. How do heterosexual couples in the United States typically divide labor? How does this compare to divisions of labor among lesbian and gay couples?

Ans: Heterosexual couples typically divide labor according to traditional gendered patterns, with wives logging more hours in housework and childcare than husbands.

This pattern holds even when women work full time outside the home. In contrast, lesbian and gay couples tend to distribute labor in a more egalitarian fashion.

Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Comprehension Answer Location: Dividing Labor and Childcare Difficulty Level: Medium 6. What are the positive and negative impacts of having children upon married couples?

Ans: Marital satisfaction tends to decline after having children, and mothers show increased risks of depression in the 3 months following the birth of a child. New children introduce several factors that can strain relationship quality, including financial burdens, restrictions of freedom and leisure time, disrupted sleep, reduced sexual activity, and role conflicts. However, compared to nonparents, parents report higher levels of personal happiness and meaning in life.

Learning Objective: 10.6: Describe the roles of sex and gender in parenting and family relationships.

Cognitive Domain: Comprehension

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Answer Location: Parent to Parent: Gender and Parental Relationships Difficulty Level: Medium Essay 1. Describe how Gottman and Levenson (2000) studied the predictors of divorce.

Explain both their findings relevant to emotional interaction patterns and demand– withdraw patterns.

Ans: They first had newlywed couples come into their laboratory and generate a list of problems that create disagreements in their relationship. Then, they videotaped couples as they discussed these problematic issues. They found that emotions and interaction patterns allowed them to predict whether the couples would divorce over the next 14 years with 93% accuracy. They found that husbands’ changes in emotional expression are key to predicting marital longevity. In unstable marriages (e.g., those that end in divorce), husbands show a more rapid escalation of negative emotion and a more rapid decline of positive emotion during the first few minutes of conflict discussions. In contrast, although husbands in stable marriages show a small increase in negative emotions during conflict discussions, they also maintain a moderately high level of positive emotions throughout such discussions. In demand–withdraw patterns, one couple member makes a demanding or critical remark, and the other partner responds by withdrawing from the interaction, either emotionally or physically. This withdrawal reaction shuts down further communication and can leave the first partner feeling as though they are talking to a “stone wall” (hence the term stonewalling to refer to this withdrawal behavior). Gottman and his collaborators find that the demand–withdraw pattern predicts divorce, but primarily when the wife demands and the husband withdraws.

Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Analysis Answer Location: Dealing With Conflict Difficulty Level: Medium 2. Explain the adaptive function and corrosive effects of jealousy in relationships. What type of sex differences exist in experiences of jealousy? How do evolutionary psychologists explain these sex differences?

Ans: In small doses, jealousy can be adaptive because it motivates actions that fend off rivals, which can help to protect the bond between romantic partners. However, in larger amounts, jealousy can be corrosive. Jealously correlates strongly with anger, and it surfaces as one of the most often-cited motives for intimate partner violence committed by both women and men in both heterosexual and same-sex relationships. On average, men tend to react with more jealousy to a partner’s sexual infidelity (having sex with someone else) than they do to a partner’s emotional infidelity (falling in love with someone else). In contrast, women tend to experience more jealousy in response to emotional than sexual infidelity. Evolutionary psychologists explain these sex differences as resulting from the unique adaptive problems that ancestral women and men faced early in humans’ history. Ancestral men faced the problem of paternity

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

uncertainty. This means that, because fertilization occurs internally to women, men could not know with 100% certainty that any given offspring carried their genes. A man who jealously guarded his female mate to prevent her from having sex with other men would therefore have reduced his own risk of supporting offspring who did not carry his genes, a situation referred to as cuckoldry. Thus, men may have evolved a tendency to feel strong jealousy at the prospect of female partners’ sexual infidelity. The adaptive problem faced by ancestral women, in contrast, involved securing a mate who would remain committed to the family unit. Because of female humans’ greater parental investment (the amount of time and energy necessary to produce offspring physically), ancestral women would have benefited from seeking mates who offered dependable assistance and resources. Thus, women should have evolved a tendency to react with strong jealousy to cues that a male partner was in love with someone else, because this meant he would likely abandon the family unit and take his resources elsewhere.

Learning Objective: 10.5: Analyze sex differences and similarities in the factors that contribute to relationship satisfaction, conflict, and separation.

Cognitive Domain: Analysis Answer Location: Jealousy Difficulty Level: Medium 3. Describe the apparent differences between same-sex friendships among women and same-sex friendships among men. Explain how the homosocial perspective explains these differences. According to this view, do the friendships of men and women differ in degrees of intimacy? Explain why or why not.

Ans: Women’s same-sex friendships involve higher levels of shared emotions, personal disclosure, and social support. In contrast, men’s same-sex friendships tend to involve higher levels of shared activities and conversations about relatively nonpersonal topics such as sports or work. The homosocial perspective notes that men often organize their relational life by forming cohesive social units characterized by shared goals, joint activities and teamwork, and adherence to group norms. For example, think of leagues that men form to play sports like basketball, flag football, or soccer. Within these social units, power and status are structured hierarchically, and interactions often contain seemingly opposite emotional experiences such as competition and affection, aggression and humor, and homophobia and male–male intimacy. Through this interplay of opposing emotions, men form intensely emotional bonds with one another that meet their needs for affiliation. The homosocial perspective thus proposes that women’s and men’s friendships both allow for intimacy, but via different social dynamics. While men’s intimacy tends to stem from larger, hierarchically organized groups and interactions containing opposing emotions, women tend to achieve intimacy in the context of dyadic relationships--with a few close friends--involving high levels of self-disclosure.

Learning Objective: 10.1: Analyze the roles of sex, gender, and LGBTQ+ status in social networks, friendships, and friendship intimacy.

Cognitive Domain: Analysis Answer Location: Friendship Intimacy Difficulty Level: Medium

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4. Describe the evidence for sex differences in mate preference. Explain how both evolutionary psychology and sociocultural approaches account for these differences.

Ans: Women and men differ in the importance that they place on a partner’s physical attractiveness, domestic (homemaking and childcare) competence, and earning potential (e.g., social status, resources, ambition). Men rate “good looks” and “good cook, housekeeper” as more important in a mate than women do, and women rate “good financial prospects” and “ambition, industriousness” as more important than men do. These sex differences emerge time to time again in self-reports of mate preferences, and they replicate across cultures that otherwise differ a great deal. From an evolutionary perspective, because mating with a low-quality partner carries more risk for women than it does for men, women display a stronger preference for partners who can offer resources and protection. In contrast, men should show a stronger preference for partners who are attractive, because physical attractiveness indicates reproductive and genetic health. Furthermore, men should desire female partners who display childcare and homemaking capacities, as these qualities enhance the survival of offspring. In short, the evolutionary perspective argues that women’s emphasis on earning potential and men’s emphasis on attractiveness and domesticity enhanced our ancestors’ reproductive success. In contrast, the sociocultural perspective views sex differences in mate preferences as a product of social roles and labor divisions rather than genes. When women primarily perform unpaid domestic labor and have access to fewer economic resources than men, they benefit from selecting partners who can offer financial support. In contrast, when men occupy wage-earning roles outside the home, they benefit from selecting female partners who can perform domestic duties. Moreover, having greater economic flexibility allows men the luxury of prioritizing attractiveness--a desirable but not necessary trait--in their mates.

Learning Objective: 10.2: Evaluate major theoretical perspectives on sex similarities and differences in mate preferences and mate choices.

Cognitive Domain: Analysis Answer Location: What Roles Do Sex and Gender Play in Interpersonal Attraction?

Difficulty Level: Medium

Chapter 11: Work and Home Test Bank Multiple Choice 1. In 1974, Sweden became the first country in the world to do what?

A. replace maternity leave with the more inclusive parental leave B. pass equal pay legislation for women C. institute quotas for hiring women D. pass initiatives for increasing diversity in universities Ans: A

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Work and Home Difficulty Level: Easy 2. Which of the following has fallen since 1950?

A. average age of first marriage B. percentage of children living in single-parent households C. percentage of households where men are the primary breadwinners D. percentage of households where women are the sole providers Ans: C Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: How Have Work and Home Labor Divisions Changed?

Difficulty Level: Easy 3. Which of the following are still true today?

A. Women hold 30% of top executive positions.

B. A gender wage gap remains in a small number of nations.

C. Women still do the majority of housework and childcare throughout the world.

D. Men are still the sole breadwinners in the majority of American households.

Ans: C Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: How Have Work and Home Labor Divisions Changed?

Difficulty Level: Easy 4. In the United States, women do ______ housework they did in 1965 while men do about ______ housework they did in 1965.

A. double the; half the B. half the; double the C. the same amount of; double the D. the same amount of; half the Ans: B Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Trends and Inequities Difficulty Level: Easy 5. What trends in divisions of labor may be contributing to worse levels of individual well-being and marital satisfaction for women?

A. women increasing their presence in the workforce but still doing most housework

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. men robbing women of their caretaking responsibilities C. women feeling guilty for taking the breadwinner role from their husbands D. lower levels of men in the workforce causing financial instability for couples Ans: A Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Trends and Inequities Difficulty Level: Medium 6. Some theorists propose that a stalled gender revolution has occurred as women’s increased gains in the workplace have plateaued because of ______.

A. heterosexual men’s unequal contribution to labor on the home front B. lack of support from male allies C. societal backlash D. sexual harassment Ans: A Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Trends and Inequities Difficulty Level: Medium 7. Which of the characteristics are more typical of household work performed by men?

A. daily routine work B. ongoing tasks C. take place inside the home D. occasional and flexible Ans: D Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Application Answer Location: Who Does What?

Difficulty Level: Hard 8. Compared to previous generations, a recent norm has emerged favoring ______ parenting.

A. “tough love” B. scientifically grounded C. hands-off D. intensive and time-consuming Ans: D Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Childcare

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Difficulty Level: Easy 9. Which of the following is a problem with time availability theory’s explanation of divisions of household labor?

A. It doesn’t explain the gender pay gap.

B. It doesn’t explain why women who work outside the home still do more housework than their male partners.

C. It doesn’t explain differences in why women succeed in education more than men.

D. It contradicts findings that stereotype threat affects women’s performance outside of the house.

Ans: B Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 10. ______ proposes couple members trade off income for housework such that whoever makes more money does less housework.

A. The relative income hypothesis B. Time availability theory C. The gender ideology hypothesis D. The maternal gatekeeping hypothesis Ans: A Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 11. Research showing that women’s income has no bearing on the proportion of housework they do most directly contradicts ______.

A. the relative income hypothesis B. time availability theory C. the gender ideology hypothesis D. the maternal gatekeeping hypothesis Ans: A Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 12. Jared’s wife makes more money than he does. Jared responds by avoiding “feminine” housework. Jared’s behavior is most consistent with ______.

A. the relative income hypothesis

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B. time availability theory C. the gender ideology hypothesis D. the maternal gatekeeping hypothesis Ans: C Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Application Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Hard 13. Linda is reluctant to let her husband help with household and childcare work. She says she enjoys being an expert in domestic work. Linda’s behavior is consistent with ______.

A. the relative income hypothesis B. time availability theory C. the gender ideology hypothesis D. maternal gatekeeping Ans: D Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Application Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Hard 14. Consistent with the gender role ideology hypothesis, unemployed women in male– female couples ______.

A. do an equal amount of housework as their employed husbands B. perform mostly female-stereotypical household tasks C. perform mostly male-stereotypical household tasks D. perform all household tasks, both female- and male-stereotypical Ans: B Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 15. Women tend to be rated as more effective leaders in what type of domains?

A. jobs that require competence B. general management positions C. careers with lots of social interaction D. female-dominated settings Ans: D Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Application

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Answer Location: Gender and Leadership Difficulty Level: Hard 16. Male leaders tend to be more likely to adopt which of the following styles?

A. interpersonally oriented B. collaborative C. hands-off D. democratic Ans: C Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Gender and Leadership Difficulty Level: Easy 17. The ______ refers to the invisible barriers that keep women from rising to the upper rungs of the corporate ladder, regardless of their qualifications or achievements.

A. crystal castle B. glass ceiling C. looking glass D. prism prison Ans: B Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Difficulty Level: Easy 18. The “think manager think male” effect refers to ______.

A. the stereotype that men are more qualified than women for upper-level management B. the positive outcomes of priming masculine traits upon manager performance C. the positive relationship between masculine managerial styles and business performance D. the observation that serving in upper-level management prompts people to adopt more masculine traits Ans: A Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Difficulty Level: Easy 19. A male educator advancing more quickly into a school leadership position than a female educator is an example of ______.

A. glass ceilings B. sticky floors

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. glass cliffs D. glass escalators Ans: D Learning Objective: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Cognitive Domain: Application Difficulty Level: Hard 20. ______ refers to barriers that keep low-wage workers from ascending from the bottom.

A. Glass ceilings B. Sticky floors C. Flat ceilings D. Discrimination Ans: B Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Difficulty Level: Easy 21. Observations that companies more often select female over male leaders under risky, unfavorable conditions is evidence for the ______ effect.

A. glass ceilings B. sticky floors C. flat ceilings D. glass cliff Ans: D Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Difficulty Level: Easy 22. Sully is studying the effects of gender bias in perceptions of managerial competence. She manipulates the amount of qualifications present on resumes as well as the gender of the resume’s owner. She then has participants evaluate the resumes in terms of managerial competence, finding that the resumes belonging to women require a higher number of qualifications to be judged as equally competent as the resumes belonging to men. This finding would most closely support which of the following biases?

A. the maternal wall B. the tight rope bias C. the prove it again bias D. the tug-of-war bias

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: C Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Application Answer Location: Workplace Bias Based on Sex Difficulty Level: Hard 23. The observation that women who behave assertively are often viewed as less likable while women who behave warmly may appear to lack competence is crucial to which of the following biases?

A. the maternal wall B. the tight rope bias C. the prove it again bias D. the tug-of-war bias Ans: B Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Workplace Bias Based on Sex Difficulty Level: Easy 24. Which of the following biases most directly may make it more difficult for women in the workplace to support one another?

A. the maternal wall B. the tight rope bias C. the prove it again bias D. the tug-of-war bias Ans: D Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Comprehension Answer Location: Workplace Bias Based on Sex Difficulty Level: Medium 25. Any behavior that derogates or humiliates an individual on the basis of sex, sexual orientation, or gender identity is referred to as which of the following?

A. sex-based harassment B. sexual assault C. queen bee syndrome D. bystander intervention Ans: A Learning Objective: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Doman: Knowledge Answer Location: Workplace Bias Based on Sex Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

26. Displaying which of the following behaviors or traits during a job interview will most likely lead to more negative evaluations targeting male, but not female, interviewees?

A. assertiveness B. extroversion C. modesty D. sociability Ans: C Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Application Answer Location: Bias Against Men Difficulty Level: Hard 27. Research suggests that which of the following men will be most likely to suffer sexbased harassment in the workplace?

A. men who are hypermasculine B. introverted man C. men who are physically unfit D. highly feminine men Ans: D Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Application Answer Location: Bias Against Men Difficulty Level: Hard 28. On average, which of the following social groups will likely be stereotyped as the most feminine?

A. Lesbian women B. Asian women C. Black women D. Gay men Ans: B Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Workplace Bias Based on Sexual Orientation, Gender Identity, Race, and Disability Status Difficulty Level: Easy 29. Which of the following most closely maps onto the gender wage gap in the United States?

A. Women earn 25% of what men make.

B. Women earn 50% of what men make.

C. Women earn 75% of what men make.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. Women earn 100% of what men make.

Ans: C Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: What Is the Gender Wage Gap? Difficulty Level: Easy 30. For which of the following groups is the gender wage gap the largest in the United States?

A. Latinx women B. Black women C. White women D. Asian women Ans: A Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: What Is the Gender Wage Gap? Difficulty Level: Easy 31. In college, men tend to more heavily populate the ______ majors, while women tend to dominate the ______ majors.

A. highest paying; most rewarding B. highest paying, lowest paying C. most difficult; easiest D. most physically demanding; most emotionally demanding Ans: B Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Comprehension Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Medium 32. The tendency of male-dominated fields to be devalued as women enter them in large numbers as described by the phenomenon ______.

A. occupational feminization B. occupational segregation C. feminized salary negotiation D. glass ceiling effects Ans: A Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

33. Evidence that even just 1 year out of college, women working full time earn less than their male peers, even when majoring in the same field, suggests that which of the following may be key in explaining the gender wage gap?

A. occupational feminization B. occupational segregation C. education level D. salary negotiation Ans: D Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Comprehension Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Medium 34. Small and colleagues’ (2007) research study on sex differences in salary negotiation found that framing interviews explicitly as ______ may inhibit women from requesting a higher salary.

A. a negotiation B. a formal discussion C. an informal discussion D. noncompetitive Ans: A Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 35. Women who ______ during job interviews tend to be evaluated more negatively than men who do so.

A. are socially awkward B. negotiate for a better salary C. behave in a feminine manner D. mention having friends in high-status positions Ans: B Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 36. Research following graduates from the same prestigious law school found what trajectory for the gender wage gap?

A. started small then increased gradually over time B. started somewhat large, then decreased gradually over time

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. showed no change over time D. increased during the early stages of careers then decreased during the later stages Ans: A Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Comprehension Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Medium 37. Which of the following contributors to the gender wage gap most directly explains increases in the wage gap over the trajectories of people’s careers?

A. the tug-of-war bias B. occupational segregation C. the motherhood penalty D. glass ceiling effects Ans: C Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Comprehension Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Medium 38. Which of the following contributor to the gender wage gap is currently on the rise, especially among men?

A. overwork B. occupational segregation C. the motherhood penalty D. glass ceiling effects Ans: A Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 39. Which of the following statements is most likely TRUE about the gender wage gap?

A. Various gender biases do not contribute to it.

B. Choices that contribute to the gap are also influenced by gender norms.

C. When controlling for variables reflecting personal choice, the wage gap goes away.

D. Salary negotiation is the only personal choice variable that contributes to it.

Ans: B Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Comprehension Answer Location: Conclusions About the Gender Wage Gap Difficulty Level: Medium

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40. Early research on work–life balance was largely influenced by ______.

A. feminist ideology B. essentialist biases C. evolutionary theory D. the scarcity hypothesis Ans: D Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Comprehension Answer Location: Balance, Conflict, and Enrichment Difficulty Level: Medium 41. Perceiving more work–family conflict is associated with ______ for both men and women.

A. negative mental and physical health outcomes B. the increased presence of women in the workplace C. decreased likelihoods of having children D. relational independence Ans: A Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Balance, Conflict, and Enrichment Difficulty Level: Easy 42. One problem with the scarcity hypothesis’s application to understanding work–life balance is that it suggests ______.

A. working outside the home will necessarily lead to declines in parenting abilities B. that as women enter the workplace men’s jobs will suffer C. working outside the home will necessarily lead to increased life satisfaction D. women will resent men for taking on their caretaking roles Ans: A Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Comprehension Answer location: Balance, Conflict, and Enrichment Difficulty Level: Medium 43. ______ refer(s) to instances when having a fulfilling, rewarding job produces positive spillover into the home and having a satisfying home life causes positive spillover into work.

A. Work–family balance B. Work–life enrichment C. Learned industriousness D. Flow states

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Ans: B Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Balance, Conflict, and Enrichment Difficulty Level: Easy 44. Which of the following is an outcome of flexible work arrangements?

A. increased turnover intentions B. increased job satisfaction C. higher absenteeism D. increased work–life conflict Ans: B Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy 45. People who take advantage of flexible work arrangements are often perceived as ______.

A. more dedicated to their job B. less likely to be promoted C. less likely to leave their job D. less likable Ans: B Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy 46. When asked about their intentions to use flexible work arrangements, men report valuing workplace flexibility ______ women and anticipate actually using flexible work arrangements ______ women.

A. the same as; less than B. less than; less than C. more than; less than D. the same as; more than Ans: A Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy

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47. Vandello and colleagues (2013) found that college men report being less likely to take advantage of flexible work arrangements because ______.

A. they feel like it is irresponsible B. of fear of being perceived as less masculine C. they don’t want to communicate a poor work ethic D. they find consistent work schedules easier to maintain Ans: B Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy 48. The Results-Only Work Environment (ROWE) developed by Cali Ressler and Jody Thompson at Best Buy is an intervention designed to increase ______.

A. work flexibility B. workplace diversity C. the glass ceiling D. overtime work Ans: A Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Comprehension Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Medium 49. Which of the following describes one of the key findings of Allen and colleagues’ (2014) study of paid leave policies across 12 industrialized nations?

A. Having paid parental leave had little association with work–family conflict.

B. Paid sick leave did not correlate with work–family conflict.

C. Paid sick leave predicted increase work–family conflict.

D. Paid parental leave predicted significantly less work–family conflict.

Ans: A Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy 50. Longitudinal studies across nations have revealed that more generous paid parental leave programs predict which of the following?

A. rates of teenage pregnancy B. an increased likelihood of infant death C. rates of higher education among parents D. higher earnings by age 30 among children of working parents Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy True/False 1. A gender wage gap no longer exists in the majority of first world countries.

Ans: F Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: How Have Work and Home Labor Divisions Changed?

Difficulty Level: Easy 2. Research shows that new couples begin by sharing housework duties evenly, but husbands gradually decrease their share of household work over the years even if the wife makes more money and works longer hours.

Ans: T Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Trends and Inequities Difficulty Level: Easy 3. Same-sex couples tend to share household responsibilities more equally than heterosexual couples.

Ans: T Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Who Does What?

Difficulty Level: Easy 4. Evidence indicates that since 1960, women’s hours per week spent on childcare have increased by about 50%, and men’s have tripled.

Ans: T Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Childcare Difficulty Level: Easy 5. Women in male–female relationships who work full-time outside the home do an equal amount of housework as their male partners.

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Ans: F Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 6. More balanced divisions of housework shares no relationship with positive outcomes for women, such as mental health.

Ans: F Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Easy 7. Having more women in top executive positions correlates with better financial outcomes in countries around the world.

Ans: T Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Gender and Leadership Difficulty Level: Easy 8. Over half of transgender individuals report experiencing at least one type of bias or discrimination in the workplace.

Ans: T Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Knowledge Answer Location: Workplace Bias Based on Sexual Orientation, Gender Identity, Race, and Disability Status Difficulty Level: Easy 9. On average, women earn less than men in every country around the world.

Ans: T Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: What Is the Gender Wage Gap? Difficulty Level: Easy 10. The gender wage gap only exists in male-dominated occupations.

Ans: F

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: What Is the Gender Wage Gap? Difficulty Level: Easy 11. When women enter previously male-dominated fields in large numbers, the pay for those fields tends to increase.

Ans: F Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 12. Men report greater reluctance to move for a better job in a different city than women do.

Ans: F Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 13. Men who have children work 50+ hr weeks more frequently than men without children.

Ans: T Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Knowledge Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Easy 14. Men tend to experience higher levels of work–family enrichment than women do.

Ans: F Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Knowledge Answer Location: Balance, Conflict, and Enrichment Difficulty Level: Easy 15. Research across industrialized nations reveals mixed evidence for the impact of paid parental leave upon work–life balance.

Ans: T Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Easy Short Answer 1. Briefly explain how divisions of labor among married couples may contribute to a stall the gender revolution.

Ans: As more women entered previously male-dominated fields of work and study, their shifts toward time spent outside the home were not matched by equal shifts in men’s time spent inside the home. Thus, women’s increasing gains plateaued as their workplace advancement was limited by the realities of housework and childcare that fell largely on their shoulders. As a result, the gender revolution that characterized the decades of the 60s to the 80s stalled at the beginning of the 90s.

Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Comprehension Answer Location: Trends and Inequities Difficulty Level: Medium 2. Describe how women and men typically divide household labor in heterosexual relationships. What kind of household tasks are most typically performed by men which are more typically performed by women?

Ans: Women tend to do more daily routine work (cooking, laundry, straightening up) and childcare--all ongoing, essential, and time-consuming tasks. These sorts of activities also tend to occur inside the home. In contrast, typical male tasks are usually done only occasionally, and they allow for more choice and flexibility in terms of scheduling. For example, male-typical tasks include home repairs or taking out the garbage, and they often occur outdoors (e.g., lawn maintenance, washing the car).

Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Knowledge Answer Location: Who Does What?

Difficulty Level: Easy 3. Describe the kind of sex differences, if any, revealed by meta-analyses in leader effectiveness.

Ans: Meta-analyses reveal no sex differences in overall leader effectiveness. However, men tend to be rated as more effective leaders in male-dominated settings, such as the military, and women tend to be rated as more effective leaders in more female-typed settings such as schools and social service agencies.

Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Comprehension Answer Location: Gender and Leadership Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

4. How do the leadership styles typically adopted by women differ from those typically adopted by men?

Ans: Female leaders tend to adopt more interpersonally oriented, democratic, collaborative, and less directive leadership styles than male leaders. Women also tend to use a transformational leadership style somewhat more than men, which means that they lead through mentoring actively, inspiring trust, and encouraging others to develop their full potential. Male leaders more often use a laissez-faire (or “hands-off”) leadership style and wait until problems become severe before addressing them.

Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Comprehension Answer Location: Gender and leadership Difficulty Level: Medium 5. Explain the difference between a glass ceiling and a glass cliff effect.

Ans: The glass ceiling refers to all the invisible barriers that may keep women (and other underrepresented individuals) from rising to the upper rungs of the corporate ladder, regardless of their qualifications or achievements. The term “glass cliff” refers to a leadership position fraught with risk, which occurs when a company needs to be saved from failure or from a high-profile scandal. The glass cliff effect refers to a phenomenon in which women get called upon more often than men into leadership positions fraught with risk.

Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Comprehension Answer Location: Glass Ceilings, Glass Cliffs, Glass Escalators, and Sticky Floors Difficulty Level: Medium 6. In what way may gender roles sometimes produce bias against men in the workplace?

Ans: Men who conform less to traditional gender role stereotypes are more often targeted for discrimination. Some examples include the following: Men who succeed in traditionally female jobs tend to be perceived as “wimpy.” Men who behave modestly during a job interview encounter more prejudice than comparably modest women. Men who advocate for others rather than themselves tend to be seen as less competent and therefore less worthy of promotions. Working for a female boss can make men seem less masculine, and men who signal their commitment to their families by requesting family leave may face penalties at work. Lastly, men who violate gender norms in the workplace are more likely to experience sex-based harassment.

Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Comprehension Answer Location: Workplace Bias Based on Sex Difficulty Level: Medium

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7. Briefly describe what longitudinal studies have revealed about how parental leave relates to both work–family conflict and outcomes for children.

Ans: Findings are mixed. One study of national paid leave policies across 12 industrialized nations found that while having paid sick leave correlates with somewhat less work–family conflict, having paid parental or annual leave does not. Other longitudinal studies have shown that paid parental leave programs predict lower high school dropout rates and higher earnings among children of working parents. Paid parental leave also predicts lower infant and child mortality rates.

Learning Objective: 11.4: Analyze the challenges and benefits of work–life balance and relevant factors, such as parental leave and flexible work arrangements.

Cognitive Domain: Comprehension Answer Location: Flexible Work and Family Leave Policies Difficulty Level: Medium Essay 1. Explain how time availability theory and the relative income hypothesis explain how couples decide to divide housework. What are the limitations of each of these theories?

Describe how gender role ideologies explain these divisions of labor and how they address the limitations of time availability theory and the relative income hypothesis.

Ans: Time availability theory proposes that couples decide how much time to spend on housework based on how much time they have available. That is, the partner with the most free time at home assumes more responsibility for housework. However, this theory cannot explain why women in male–female relationships who work full time outside the home still do more housework than their male partners. According to the relative income hypothesis, couple members trade off income for housework such that whoever makes more money does less housework. Because men typically earn more money than women, they do less housework. However, some research shows that when husbands depend financially on their wives, they become less, not more, willing to do housework. The gender role ideology hypothesis holds that a couple’s beliefs about gender roles influence the division of housework. This helps to explain the paradox identified above: When a husband in a male–female couple depends more on his wife for economic support, he does less housework, while women tend to do more housework the more they out-earn their husbands. These patterns cannot be explained easily by either the time availability theory or the relative income hypothesis. Instead, they are consistent with the view that some men experience their economic dependence as a threat to their gender identity, and they attempt to restore their masculinity by avoiding “feminine” housework.

Learning Objective: 11.1: Evaluate factors that influence the gendered division of labor in the home.

Cognitive Domain: Analysis Answer Location: Predictors of the Division of Domestic Labor Difficulty Level: Medium 2. Describe the four pervasive gender biases in the workplace identified by Joan Williams and Rachel Dempsey (2014), explaining how they may inhibit women’s

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

progress in the workplace. Detail two research studies that provide evidence for two of these biases.

Ans: The prove-it-again bias reflects doubts about women’s competence, especially when women occupy positions of leadership and power that are typically reserved for men. As a result, women in these positions often have to provide extra evidence of competence in order to seem as competent as men. For example, even when women’s work accomplishments are identical in quality to men’s, others perceive women’s work as inferior. A second bias, called the maternal wall, reflects the challenges that employed women face as mothers. For example, people tend to view working women with children as less competent and hirable than child-free women, whereas working men are deemed similarly competent regardless of whether or not they have children. In addition, working mothers face substantial hits to their wages, while working fathers do not face comparable wage penalties, a phenomenon referred to as the “motherhood penalty.” Williams and Dempsey identify a third type of bias called the tightrope. Some types of jobs require masculine qualities of agency and assertiveness, but people stereotype women as lower in agency than men. As a result, women who occupy maledominated jobs may find themselves caught in a bind: If they behave assertively--which may be required for job performance--they violate gender role norms and are often viewed as less likable. If they behave warmly--which is expected for their sex--they may undermine their own job performance and appear lacking in competence. For instance, Heilman et al. (2004) found that people view women who succeed in male-typed jobs as successful and competent, however, they also tend to like them less than equivalently successful men. Finally, women sometimes face conflict with other women in the workplace. Women tend to feel like they have to compete with other women for access to limited jobs, promotions, and workplace rewards. This can lead women to distance themselves from each other and make it difficult for women to support other women.

Learning Objective: 11.2: Describe subtle workplace gender biases that create and reinforce status differences between dominant and subordinate groups.

Cognitive Domain: Analysis Answer Location: Workplace Bias Based on Sex Difficulty Level: Medium 3. Choose three possible explanations of the gender wage gap that are not directly related to discrimination. Describe the extent to which each helps to explain the wage gap, the evidence in favor of each, and its limitations.

Ans: Answers may describe any three of the following: occupational segregation, occupational feminization, salary negotiation, relocations and career interruptions, or overwork. For example: Three potential, nondiscrimination-based explanations of the gender wage gap include occupational segregation, salary negotiation, and overwork. Occupational segregation suggests that part of the gender wage gap may be due to men’s increased likelihood to go into higher paying occupations. For instance, studies of career aspirations of U.S. high school valedictorians reveal that females plan to pursue careers with median salaries significantly lower than male valedictorians. Women are also disproportionately concentrated in the lowest paying professions and men tend to be more highly concentrated in the highest paying professions. However, the wage gap exists in both

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

male-dominated and female-dominated jobs with almost no exceptions. Even within the same low paying occupations, men make more than women do. Another possible explanation is that men are more likely to negotiate for higher salaries than women are.

Studies of MBA graduates, for example, reveal that higher proportions of men negotiate their job offers than women. Experimental research also reveals that women are less likely to push for more money interactions framed as negotiations. However, salary negotiation alone still does not account for the gender wage gap. Finally, recent research indicates that men are more likely than women to work more than 50 hr a week, moreover, overwork is on the rise, especially among men. It occurs even more often in managerial occupations, perpetuating the gender wage gap in management.

Researchers argue that sex differences and overwork are largely due to the male role norm of devotion to work. Considering overwork does explain a sizable amount of the variance in the gender wage gap (about 10%) but still leaves much of it unexplained.

Learning Objective: 11.3: Explain the gender wage gap and the various theories that account for it.

Cognitive Domain: Analysis Answer Location: Possible Explanations for the Gender Wage Gap Difficulty Level: Medium

Chapter 12: Gender and Physical Health Test Bank Multiple Choice 1. Which of the following changes in life expectancy over the past century is TRUE? A. A gender gap in life expectancy favoring women remains today as it did 100 years ago.

B. Men’s life expectancy has increased by around 10 years.

C. Life expectancy peaked in the 1950s and has slowly declined since.

D. The gender gap in life expectancy is a relatively new phenomenon.

Ans: A Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Changes in Life Expectancy Difficulty Level: Easy 2. In the United States, which of the following groups has the highest life expectancy?

A. gay, lesbian, and bisexual people B. White people C. Latinx people D. Black people Ans: C

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Changes in Life Expectancy Difficulty Level: Easy 3. Which of the following causes of death DECREASED in prevalence from 1900 to 2015?

A. Alzheimer’s disease B. heart disease C. cancer D. influenza Ans: D Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Easy 4. In 1900, the leading cause of death was ______.

A. accidents B. infectious disease C. war D. heart disease Ans: B Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Easy 5. The morbidity–mortality paradox refers to what?

A. the fact that women have higher rates of sickness than men, but men tend to experience mortality (death) earlier than women B. the inverse relationship between morbidity and mortality C. Countries with higher life expectancies also tend to have higher rates of infectious disease.

D. Men have higher life expectancies than women after controlling for rates of sickness.

Ans: A Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

6. Which of the following provides a possible explanation as to why women are more likely than men to suffer from various chronic pain conditions such as arthritis, neck or back pain, and headaches?

A. Women over inflate their self-reported ill-health.

B. Women’s traditional role of caretaker contributes to their poorer health.

C. Because women are often cared for by others, they have a heightened awareness of their health needs.

D. Because men die at a younger age, fewer of them tend to suffer chronic illnesses.

Ans: B Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Comprehension Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Medium 7. In what way does having two X chromosomes provide a health advantage for girls and women?

A. X chromosomes are less likely to carry genetic diseases.

B. X chromosomes are less susceptible to genetic mutations.

C. Having two X chromosomes triggers the production of hormones that strengthen the immune system.

D. Having two X chromosomes allows normal genes on one X chromosome to override any abnormalities on the other.

Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Genetic Factors Difficulty Level: Medium 8. ______ are DNA sequences at the ends of chromosome strands that protect genetic data and allow for cells to divide.

A. Monemes B. Vacuoles C. Ribosomes D. Telomeres Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Genetic Factors Difficulty Level: Easy 9. Research on telomeres reveals that they may be key in understanding sex differences in what?

A. disease susceptibility

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. aging C. aggression D. genetic variability Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Genetic Factors Difficulty Level: Easy 10. In which of the following ways may higher levels of testosterone in males affect their physical health?

A. increasing levels of bad cholesterol and the risk of cardiovascular disease B. increasing the rate of cell division and risks of cancer C. overworking cardiac muscles by increasing metabolism D. inhibiting neurogenesis leading to risks of neurodegenerative disease Ans: A Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Hormonal Influences Difficulty Level: Easy 11. The typically higher levels of estrogen in women than men are associated with which of the following health benefits?

A. general decreased risks of cancer B. higher blood pressure C. the expression of longevity associated genes D. decreased cardiac output Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Hormonal Influences Difficulty Level: Easy 12. Which of the following sex hormones is associated with suppressing the body’s immune system?

A. progesterone B. estrogen C. testosterone D. prolactin Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: Hormonal Influences Difficulty Level: Easy 13. Which of the following is most consistent with how evolutionary theorists argue males’ adaptive strategies resulted in an earlier average age of death relative to females?

A. Males escape child-rearing responsibilities by exhibiting dangerous, unpredictable behavior.

B. Having sex with multiple partners increases exposure to sexually transmitted infections.

C. Shorter life spans lead men to better take advantage of reproductive opportunities.

D. Risky and dangerous behavior gives males a reproductive advantage.

Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: An Evolutionary Theory of Health and Longevity Difficulty Level: Medium 14. Evolutionary theorists propose that males’ bodies evolved to prioritize ______ and females’ bodies evolved to prioritize ______.

A. self-preservation, procreation B. procreation, immune functioning C. survival; signaling attractiveness D. passing on their genes; ensuring the genes of their mates are passed on Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: An Evolutionary Theory of Health and Longevity Difficulty Level: Medium 15. The more that ______ contributes to a given cause of death, the larger the sex differences in rates of death from that cause tend to be.

A. genetics B. socioeconomic status C. mental health D. behavior Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: How Do Social Factors Contribute to Sex Disparities in Health?

Difficulty Level: Easy 16. In which of the following causes of death should sex differences be the SMALLEST?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. accidents B. homicides C. neurodegenerative disease D. suicides Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Application Answer Location: How Do Social Factors Contribute to Sex Disparities in Health?

Difficulty Level: Hard 17. Adult women exhibit riskier behavior in which of the following categories?

A. driving B. sexual behavior C. leisure activities D. in the workplace Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Accidents and Risky Sex Difficulty Level: Easy 18. Studies of HIV/AIDS among various populations in the United States reveal which of the following?

A. White people live in networks with higher concentrations of HIV-infected partners.

B. HIV/AIDS disproportionately affects heterosexual people in the United States.

C. Ethnic disparities in HIV infection rates are caused by differences in risky sexual behaviors.

D. Transwomen are disproportionately impacted by HIV. Ans: D Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Accidents and Risky Sex Difficulty Level: Easy 19. In what way have highly active antiretroviral therapies (HAARTs) been shown to sometimes backfire in reducing the impact of HIV? A. It may actually increase the ease in which HIV spreads.

B. Knowledge of its availability may cause people to be less concerned about risky sexual behaviors.

C. It gives people the false impression that they can no longer infect others with HIV. D. It increases the suicide rate among HIV-positive patients.

Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Accidents and Risky Sex Difficulty Level: Easy 20. Which of the following trends likely contributed to a decrease in the size of the sex difference in longevity over the past few decades?

A. increased standards of living B. decreases in the tendency to overwork C. women becoming more likely to be targeted with violence D. the declining sex difference in smoking Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Smoking, Alcohol Use, and Diet Difficulty Level: Medium 21. ______ is associated with eating fruits, vegetables, and fish, which likely explains a portion of sex differences in healthy diets.

A. Social support B. Erectile dysfunction C. Femininity D. Estrogen production Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Smoking, Alcohol Use, and Diet Difficulty Level: Easy 22. Which of the following healthy activities should you predict women to be less likely to engage in relative to men?

A. buckling their seatbelts B. eating large portions of vegetables with every meal C. avoiding cigarettes D. being physically active each day Ans: D Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Application Answer Location: Physical Activity and Exercise Difficulty Level: Hard 23. Which of the following shares a positive relationship with physical inactivity?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. the average income or wealth of a country B. being male C. youth/being young D. working in an office Ans: A Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Physical Activity and Exercise Difficulty Level: Easy 24. Which of the following traits is associated with better adjustment to illness?

A. cooperativeness B. competitiveness C. warmth D. nurturance Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Easy 25. ______ trait negatively impacts physical health by creating interpersonal conflicts, eroding social support, and increases behaviors such as smoking and drinking.

A. Competitiveness B. Unmitigated communion C. Unmitigated agency D. Nurturance Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Easy 26. ______ trait negatively impacts physical health by leading people to be overly intrusive and to exert great deals of energy to support others.

A. Competitiveness B. Unmitigated communion C. Unmitigated agency D. Nurturance Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge

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Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Easy 27. People’s levels of ______ may explain sex differences in depression.

A. competitiveness B. unmitigated communion C. unmitigated agency D. nurturance Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Easy 28. Suppose you know a man who endorses very traditional beliefs about masculinity.

How might you predict this to affect his behaviors relevant to seeking health care?

A. He will be more likely to seek female doctors.

B. He will communicate more openly with doctors.

C. He will be especially likely to postpone seeking medical help.

D. He won’t hesitate to ask friends about his physical problems.

Ans: C Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Application Answer Location: Seeking Health Care Difficulty Level: Hard 29. Which of the following groups of people in the United States will be least likely to have a doctor or health care provider they visit regularly?

A. Latinx men B. Latinx women C. white women D. white men Ans: A Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Comprehension Answer Location: Seeking Health Care Difficulty Level: Medium 30. Which of the following factors is especially likely to discourage Black men, relative to White men, from seeking health care?

A. masculinity norms B. mistrust of the health care industry C. religious beliefs

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. reliance upon local communities Ans: B Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Comprehension Answer Location: Seeking Health Care Difficulty Level: Medium 31. What event offers insight into the mistrust of the health care industry among Black Americans?

A. the Tuskegee syphilis study B. the Milgram experiments C. the Kligman dermatology experiments D. the Skid Row cancer studies Ans: A Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Seeking Health Care Difficulty Level: Easy 32. Imagine Linda and Bob both come into a doctor’s office complaining of stress, lack of appetite, and fatigue. Doctors diagnose Linda with depression and Bob with overwork. Which of the following phenomena likely helps explain the different diagnoses despite identical symptoms?

A. explicit physician expertise B. pluralistic ignorance C. cognitive dissonance D. implicit physician biases Ans: D Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Application Answer Location: Receiving Health Care Difficulty Level: Hard 33. Among groups that have similar roles for women and men, such as the Israeli Kibbutz societies, what impacts upon sex differences in mortality and morbidity do these egalitarian gender roles have?

A. Sex differences in health status or illness tend to be reduced or disappear entirely.

B. Sex differences in longevity disappear but differences in illness remain.

C. Meta-analyses of gender-egalitarian cultures find no impact on longevity or illness.

D. Sex differences in life expectancy become larger in such cultures.

Ans: A Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Knowledge Answer Location: Gender-Egalitarian Communities and Health Difficulty Level: Easy 34. Out of the following groups, in which group do sex differences in mortality tend to be the largest?

A. Israeli Kibbutz societies B. ethnic minorities C. nuns and monks D. Seventh-day Adventists Ans: B Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Gender-Egalitarian Communities and Health Difficulty Level: Easy 35. The fact that women still outlive men even in gender-egalitarian cultures suggests that ______ also influence sex differences in health and longevity.

A. biological factors B. social norms C. personal values D. social support Ans: A Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Gender-Egalitarian Communities and Health Difficulty Level: Medium 36. In the United States, which of the following groups has the lowest life expectancy?

A. white people B. Asian people C. women D. Native American people Ans: D Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 37. People of color in the United States are more likely to live in ______, making it more difficult for them to have access to fresh and healthy food.

A. food deserts B. high crime areas

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. shared housing D. urban environments Ans: A Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 38. Men around the world are more likely to be ______, and women are more likely to be ______.

A. overweight; obese B. obese; underweight C. healthy weight; overweight D. underweight; obese Ans: A Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 39. A Black woman experiences racial discrimination. In response the stress of discrimination, she overeats and gains weight, which increases her likelihood of being diagnosed with diabetes and/or heart disease. This example aligns with which of the following?

A. implicit physician bias B. minority stress theory C. unmitigated agency D. gender role theory Ans: B Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Application Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Hard 40. ______ posit(s) that belonging to a stigmatized group creates unique stressors, such as harassment, abuse, and employment discrimination, that combine to increase minority individuals’ vulnerability to all types of health problems regardless of their SES. A. Minority stress theory B. Stereotype threat C. Intersectional theories D. Implicit biases Ans: A

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 12.3: Analyze the roles of race, social class, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 41. How does low SES tend to relate to physical health?

A. It predicts higher morbidity but not higher mortality.

B. It predicts lower mortality but not lower morbidity.

C. It predicts both higher mortality and higher morbidity.

D. It predicts neither mortality nor morbidity.

Ans: C Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 42. The feminization of poverty refers to ______.

A. the global tendency for women to experience disproportionate rates of poverty B. stereotypes describing women as more impoverished C. the phenomenon that feminine traits tend to promote poverty D. norms dictating that women should not strive to have high incomes Ans: A Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 43. Which of the following factors might help disrupt the cycle that contributes to the feminization of poverty?

A. abstinence-only sex education B. stricter limits on their behaviors C. limiting discussions about puberty and sexual health D. more open communication with parental figures about sexual and reproductive health Ans: D Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 44. Williams and Fredrikson-Goldsen (2014) found that same-sex couples who lived in ______ experience better health outcomes.

A. northern states

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

B. places that legally recognized their relationships C. more affluent regions D. environments with more racial and ethnic diversity Ans: B Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation and Gender Identity Difficulty Level: Easy 45. When doctors know the sexual orientation and gender identity status of patients, it often increases the likelihood of ______.

A. poorer health outcomes B. open doctor–patient communication that improves health outcomes C. patients lying about their underlying conditions D. doctors prescribing the wrong medications to their patients Ans: B Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation and Gender Identity Difficulty Level: Easy 46. The branch of medicine that studies male health focusing on sexual/reproductive organs and urinary system is referred to as ______.

A. androgyny B. gynecology C. andrology D. mastectomy Ans: C Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Knowledge Answer Location: Sex-Specific Medical Conditions Difficulty Level: Easy 47. ______ is a genetic disorder that appears to be female-specific but actually affects both female and male embryos. Male embryos with the disease die in utero.

A. Fibroid disease B. Rett’s syndrome C. Gender dysphoria D. Premenstrual syndrome Ans: B Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Knowledge

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Answer Location: Sex-Specific Medical Conditions Difficulty Level: Easy 48. The medicalization of which of the following most directly contributes to views of women’s bodies as being regularly sick?

A. menstruation B. childbirth C. menopause D. pregnancy Ans: A Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Knowledge Answer Location: The Medicalization of Reproductive Health Difficulty Level: Easy 49. Cesarean births (compared to vaginal births) are associated with which of the following?

A. increased interactions with their infants upon returning home B. higher satisfaction with the birth experience C. increased time required to bond with the infant D. increased likelihood to breastfeed Ans: C Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Comprehension Answer Location: The Medicalization of Reproductive Health Difficulty Level: Medium 50. The fact that women experience more chronic physical health conditions than men, and men experience more life-threatening health conditions than women can be partially explained by what?

A. sex differences in political ideology B. women’s tendency to lie about their health conditions C. men’s lack of care for their physical health D. sex differences in psychological disorders Ans: D Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Comprehension Answer Location: The Medicalization of Reproductive Health Difficulty Level: Medium True/False 1. Women outlive men in every country in the world.

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Ans: T Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Gender and Physical Health Difficulty Level: Easy 2. The gender gap in life expectancy has grown over the past century.

Ans: T Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Changes in Life Expectancy Difficulty Level: Easy 3. The more that behavior contributes to a cause of death, the smaller the sex difference in rates of death from that cause.

Ans: F Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: How Do Social Factors Contribute to Sex Disparities in Health?

Difficulty Level: Easy 4. The availability of treatments that greatly reduce the risk of dying from HIV-related causes may sometimes cause people to engage in riskier sex behaviors.

Ans: T Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Accidents and Risky Sex Difficulty Level: Easy 5. In most countries around the world, girls and women tend to be more physically active.

Ans: F Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Physical Activity and Exercise Difficulty Level: Easy 6. People who are more assertive tend to have fewer physical symptoms and better adjustment to illnesses than those who are lower in agency.

Ans: T

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Easy 7. In the United States, men and women are equally likely to seek medical care.

Ans: F Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Accessing Health Care Difficulty Level: Easy 8. Women still outlive men even in gender-egalitarian cultures.

Ans: T Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Gender-Egalitarian Communities and Health Difficulty Level: Easy 9. Well educated Black men are still more likely to die from homicide than the least educated White men.

Ans: T Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 10. For every one of the top causes of death in 2015 except Alzheimer’s disease, men died at higher rates than women.

Ans: T Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Knowledge Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Easy 11. Increased testosterone leads to more robust immune system responses.

Ans: F Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Hormonal Influences

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Difficulty Level: Easy 12. Actual health care–related discrimination is rare according to the experiences reported by transgender people seeking medical care.

Ans: F Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sexual Orientation and Gender Identity Difficulty Level: Easy 13. Research on telomeres, or DNA sequences at the ends of chromosomes, reveal that males’ telomeres shorten more quickly than females’ telomeres.

Ans: T Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Genetic Factors Difficulty Level: Easy 14. People of color in the United States are disproportionately likely to live in neighborhoods that lack accessible grocery stores.

Ans: T Learning Objective: 12.3: Analyze the roles of race, social class, culture, sexual orientation, gender identity, and intersectionality in physical health.

Cognitive Domain: Knowledge Answer Location: Sex, Race/Ethnicity, Socioeconomic Status, and Culture Difficulty Level: Easy 15. In the United States, women are more likely than men to be diagnosed and die from cancer.

Ans: F Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Knowledge Answer Location: Sex-Specific Medical Conditions Difficulty Level: Easy Short Answer 1. Describe how having two X chromosomes may provide a healthy advantage to girls and women.

Ans: Among people who have two X chromosomes, if they carry a recessive, diseaseproducing, abnormal gene on one X chromosome, the normal gene on the other X chromosome can override the abnormal gene and prevent the expression of the disease. In this case, the individual will be a carrier of the defective gene, but she will

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

not experience the disease. In contrast, among people who have only one X chromosome, if they carry a disease-producing, abnormal gene on that X chromosome, they do not have another X chromosome to overcome the abnormality, thus making them more likely to develop the disease.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Genetic Factors Difficulty Level: Medium 2. Describe how implicit physician biases may impact women’s health specifically in the context of heart disease.

Ans: Stereotypes link heart disease with men more so than women. As a result, research shows that when women present symptoms of heart disease, they are less likely to be prescribed essential cardiovascular drugs.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Receiving Health Care Difficulty Level: Medium 3. Briefly explain one physical health correlate for higher levels of estrogen and one for higher levels of testosterone.

Ans: Varies. For example: Increased levels of testosterone have been linked to suppressed immune system responses and increase vulnerability to infections. Having higher levels of estrogen has been associated with lower blood pressure and reduced incidence of cardiovascular disease.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Knowledge Answer Location: Hormonal Influences Difficulty Level: Easy 4. How might norms related to masculinity affect the diets of men and women and what effects might this have upon physical health?

Ans: Men and masculinity are associated with red meat and alcohol, while women and femininity are associated with fruits, vegetables, and fish. Thus, eating healthy and lowfat foods may be threatening to men’s masculinity if they view it as more feminine.

Moreover, eating unhealthy food may function as a risk-taking strategy to signal men’s masculinity. Combined these norms may increase men’s susceptibility to health risks such as cardiovascular disease.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Smoking, Alcohol Use, and Diet Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

5. How do communal and agentic traits relate to physical health? Provide examples of personality traits that have health benefits.

Ans: Agentic traits tend to be associated with showing fewer physical symptoms and better adjustment to illness. These include traits such as competitiveness, assertiveness, and leadership. Communal traits do not show consistent relationships with physical health outcomes.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Medium 6. Why might living in a gender-egalitarian society erase or reduce sex differences in longevity? To what extent is this actually the case?

Ans: Because gender norms prompt men to more frequently engage in unhealthy behaviors and to show less concern for their health and diet, living in a genderegalitarian culture may decrease women’s advantage in life expectancy. Research on cultures lacking traditional gender roles does reveal a reduction in the sex difference for health and longevity but does not completely erase it.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Comprehension Answer Location: Gender-Egalitarian Communities and Health Difficulty Level: Medium 7. What is meant by the “medicalization” of reproductive health? Describe how one aspect of women’s reproductive health may be impacted by medicalization.

Ans: Varies. Medicalization refers to the process whereby normal conditions, such as menstruation, can be viewed as medical conditions that require treatment. For example, considering premenstrual syndrome a diagnosable illness--characterized by pains, anxiety, and depressed mood--encourages views of women’s bodies as regularly sick and unable to function.

Learning Objective: 12.4: Explain sex-specific health conditions and describe some of the consequences of medicalizing reproductive health.

Cognitive Domain: Comprehension Answer Location: The Medicalization of Reproductive Health Difficulty Level: Medium Essay 1. What is meant by the morbidity–mortality paradox and how we know it exists?

Describe how both errors in self-report and gender role ideologies may or may not explain this paradox.

Ans: The morbidity–mortality paradox refers to the phenomenon in which women have higher rates of sickness but lower rates of death relative to men. This is supported by

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

data showing men die at higher rates than women for nearly all of the top causes of death, however, women tend to suffer from more chronic, debilitating conditions like arthritis and osteoporosis. Some propose that women’s traditional role of caretaker contributes to their poorer health because being a caretaker can increase stress and make people vulnerable to various debilitating conditions. In addition, taking care of others may reduce the likelihood of taking care of oneself. Thus, traditional gender roles may produce higher levels of chronic illness among women despite their increased longevity relative to men. The medicalization of women’s reproductive health may also contribute to women feeling like their bodies are often sick and in need of medical intervention.

Learning Objective: 12.1: Describe the major causes of mortality for men and women and how they have changed over time.

Cognitive Domain: Analysis Answer Location: Mortality (Death) and Morbidity (Sickness) Difficulty Level: Medium 2. Identify two sets of personality traits that research shows and predict physical health outcomes and discuss their outcomes. Describe how extreme versions of each of these sets of traits play a central role in physical health and how they contribute to health outcomes. To what extent do sex differences exist for extreme versions of these traits?

Ans: In general, people higher in agentic traits like competitiveness, leadership, and assertiveness also show fewer physical symptoms during illness. In contrast, no relationships tend to emerge between physical health and communal traits such as warmth and nurturance. However extreme versions of these traits, unmitigated agency and unmitigated communion, respectively, both contribute to worse physical health outcomes. People high in unmitigated agency are often arrogant, dominating, and selfabsorbed. This leads to more interpersonal conflicts and a lack of social support. These individuals are also more likely to engage in negative health behaviors like smoking and drug use while disregarding advice from doctors. Combined this puts people high in unmitigated agency at greater risk for a variety of negative health outcomes. People high in unmitigated communion chronically over nurture and overexert themselves while trying to support others. This increases stress and decreases the effectiveness of the immune system making people high in unmitigated communion at greater risk of illness.

They also tend to be intrusive and overly controlling in their relationships with others which may deprive them of the positive health outcomes associated with social support from others. In general, unmitigated agency and unmitigated communion are associated with men and women, respectively, though the correlation is not perfect. Both women and men can be high in either unmitigated agency or unmitigated communion, and these tendencies are bad for people’s health regardless of their sex.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Analysis Answer Location: Health-Relevant Traits: Ways That People Are Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

3. Identify one genetic factor and one social factor that contribute toward sex differences in physical health. Describe evidence to support the influence of each factor that you identify. Overall, what conclusions can you draw about the relative contributions of biological and social factors to sex disparities in health?

Ans: Varies. Students may discuss genetic or hormonal influences as biological factors.

They may discuss accidents, risky health behaviors such as smoking, alcohol use, and diet, and physical activity as social factors. Example response may proceed as follows: Sex hormones represent one biological contributor to sex disparities in health. Research shows that testosterone, which exists in higher levels among men, is associated with higher levels of bad cholesterol and risks of cardiovascular disease. Furthermore, testosterone suppresses the body’s immune system and leads to less robust immune responses among men. Conversely, estrogen, which is higher among women on average, is associated with lower blood pressure and decreased risks for cardiovascular disease. Thus, the sex hormones that are prevalent among men and women contribute to differences in physical health. One social factor that helps explain sex differences in health is gender role norms that influence dieting behavior. Healthier foods, such as fruits and vegetables which tend to predict better cardiovascular health, are stereotyped as feminine. Conversely, unhealthy, high-fat foods are stereotyped as more masculine.

These norms may contribute to men’s resistance to adopt diets that may combat risks to their physical health, such as cardiovascular disease. In sum, research reveals both biological and social mechanisms that uniquely contribute to the sex disparity in physical health.

Learning Objective: 12.2: Explain biological and social causes for sex differences in health and longevity.

Cognitive Domain: Analysis Answer Location: How Do Biological Factors Shape Sex Differences in Health? | How Do Social Factors Contribute to Sex Disparities in Health?

Difficulty Level: Medium

Chapter 13: Gender and Psychological Health Test Bank Multiple Choice 1. Which of the following most closely reflects the definition of psychological disorders that clinical psychologists generally agree upon?

A. a persistent mental disruption that causes impairment in functioning B. any emotional disturbance that causes distress C. a prolonged mental state characterized by anxiety D. significant distress experienced in response to a traumatic event Ans: A

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Comprehension Answer Location: How Are Mental Illnesses Defined, Classified, and Conceptualized?

Difficulty Level: Medium 2. If you were looking for an official resource that categorizes disorders based on the primary symptoms, you might look to ______.

A. the APA manual B. the IRB guidelines C. the DSM-5 D. the Belmont report Ans: C Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: How Are Mental Illnesses Defined, Classified, and Conceptualized?

Difficulty Level: Easy 3. The ______ approach organizes psychological disorders into internalizing and externalizing categories.

A. cognitive-behavioral B. sociobehavioral C. American Psychological Association D. transdiagnostic Ans: D Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Easy 4. Which of the following is an example of an internalizing disorder?

A. antisocial personality B. anxiety disorders C. substance abuse D. impulsivity disorders Ans: B Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

5. Which of the following is a core assumption of the transdiagnostic approach?

A. Most psychological disorders are different manifestations of a few underlying dimensions.

B. Psychological disorders are orthogonal to one another.

C. Chronic anxiety is at the core of every psychological disorder.

D. Subconscious thoughts must be accessed to treat disorders effectively.

Ans: A Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Comprehension Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Medium 6. Which group of disorders is characterized by blaming and punishing the self?

A. internalizing B. externalizing C. personality D. learning Ans: A Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Easy 7. Which of the following disorders are men more likely to develop relative to women?

A. impulsivity disorders B. bipolar disorder C. generalized anxiety disorder D. posttraumatic stress disorder Ans: A Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Application Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Hard 8. ______ propose(s) that as adolescent girls adopt feminine tendencies, they may develop a helpless coping style that increases depressive tendencies.

A. Social psychological theories B. Response style theory C. The transdiagnostic approach D. The gender intensification hypothesis

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: D Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Gender Role Factors Difficulty Level: Easy 9. ______ focuses on the role of rumination in explaining sex differences in internalizing disorders.

A. The expansion hypothesis B. Response style theory C. The transdiagnostic approach D. The gender intensification hypothesis Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Gender Role Factors Difficulty Level: Easy 10. Larissa and Andre both interview for a marketing position and do not get the job.

Afterward, Larissa spends more time dwelling on her mistakes during the interview than Andre and becomes more distressed. This pattern would be consistent with which of the following theories?

A. the expansion hypothesis B. response style theory C. the transdiagnostic approach D. the gender intensification hypothesis Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Application Answer Location: Gender Role Factors Difficulty Level: Hard 11. Which of the following is negatively correlated with sex differences in depression?

A. gender equality B. traditional gender roles C. age D. poverty rates Ans: A

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Gender Role Factors Difficulty Level: Medium 12. Women and girls are disproportionately affected by ______, which has profound consequences for mental health.

A. violent crimes B. stressful jobs C. sexual abuse D. social exclusion Ans: C Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Abuse and Violence Factors Difficulty Level: Easy 13. Sex differences in the personality trait ______ may partly explain the increased frequency of internalizing disorders among women.

A. openness B. extroversion C. conscientiousness D. neuroticism Ans: D Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Personality Factors Difficulty Level: Medium 14. Which of the following is TRUE of the relationship between estrogen and stress?

A. It buffers against the negative effects of stress.

B. It enhances the sensitivity of the stress response.

C. It is unrelated to stress responses.

D. It causes stress to be more fleeting and intense rather than constant and dull.

Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Biological Factors

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium 15. Which of the following disorders is men the least likely to experience relative to women on average?

A. ADHD B. bipolar disorder C. substance use disorder D. antisocial personality disorder Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: What Contributes to Sex Differences in Externalizing Disorders?

Difficulty Level: Easy 16. From an early age, boys are socialized to view expressions of ______ as more acceptable for them to display, potentially contributing to sex differences in externalizing disorders.

A. anxiety B. jealousy C. anger D. interest Ans: C Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: What Contributes to Sex Differences in Externalizing Disorders?

Difficulty Level: Easy 17. Boys are more likely to experience ______ from their parents, which in turn predicts aggressive behavior and delinquency in youth.

A. punishment involving yelling and physical aggression B. sexual abuse C. grounding D. excessive praise and expectations of success Ans: A Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: What Contributes to Sex Differences in Externalizing Disorders?

Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

18. Researchers have found evidence that which of the following contribute to sex differences in externalizing disorders?

A. neuroticism B. coping strategies C. number of meaningful social roles D. tendency to ruminate Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: What Contributes to Sex Differences in Externalizing Disorders?

Difficulty Level: Medium 19. Greater prevalence of ______ traits among adolescent boys may help explain their increased tendencies toward antisocial disorders.

A. agentic B. callous-unemotional C. neurotic D. system justifying Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Personality Factors Difficulty Level: Easy 20. Mark is especially high on sensation and novelty-seeking traits. Which of the following psychological disorders might Mark be more susceptible to developing?

A. posttraumatic stress disorder B. generalized depressive disorder C. generalized anxiety disorder D. antisocial personality disorder Ans: D Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Application Answer Location: Personality Factors Difficulty Level: Hard 21. Prenatal exposure to testosterone affecting which part of the brain would help the most in explaining sex differences in externalizing disorders?

A. the hippocampus involved in memory B. the hypothalamus involved in regulating the autonomic nervous system

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. the prefrontal cortex involved in impulse control D. the amygdala involved in emotional behavior and motivation Ans: C Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Biological Factors Difficulty Level: Medium 22. On average, women tend to show advanced functioning of the neurotransmitter ______ which may protect them against disorders characterized by poor impulse control.

A. serotonin B. dopamine C. oxytocin D. norepinephrine Ans: B Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Biological Factors Difficulty Level: Easy 23. Which of the following mental illnesses is associated with the highest mortality rate?

A. major depressive disorder B. generalized anxiety disorder C. posttraumatic stress disorder D. anorexia nervosa Ans: D Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: What Roles Do Sex and Gender Play in Eating and Body Image Disorders?

Difficulty Level: Easy 24. Which of the following groups of people are least likely to develop an eating disorder?

A. women in Eastern cultures B. transgender people C. adolescent and young women D. athletes in aesthetic such as gymnastics Ans: A

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: What Roles Do Sex and Gender Play in Eating and Body Image Disorders?

Difficulty Level: Easy 25. ______ argues that being raised in a sociocultural context that routinely sexualizes the female body leads to the dehumanization of women.

A. Infrahumanization B. Objectification theory C. The stereotype content model D. Response style theory Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Objectification Theory, Body Image, and Eating Disorders Difficulty Level: Easy 26. An initial test of objectification theory found that doing what prompted feelings of body shame among women but not men?

A. reading literature B. thinking about their ideal selves C. wearing a swimsuit in front of a mirror D. constructing a hypothetical diet plan Ans: C Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Objectification Theory, Body Image, and Eating Disorders Difficulty Level: Easy 27. Theories regarding women’s mental health and self-objectification often argue that body shame ______ the relationship between self-objectification and psychological wellbeing.

A. moderates B. mediates C. exacerbates D. attenuates Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Comprehension Answer Location: Links to Women’s Mental Health Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

28. Which of the following behaviors is most likely to increase self-objectification for the individual in question?

A. An adolescent watches a lot of foreign films from China.

B. A female adolescent watches a lot of Western television.

C. A male adolescent goes to movie theaters in the United States every weekend.

D. A male adolescent spends a lot of his spare time on YouTube.

Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Application Answer location: Roles of Media and Culture Difficulty Level: Hard 29. According to objectification theory, the objectification of women is primarily perpetuated by ______.

A. the mass media B. word-of-mouth C. authority figures D. explicit prejudice Ans: A Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Roles of Media and Culture Difficulty Level: Easy 30. Whether or not the outcomes predicted by objectification theory generalize to nonWestern cultures depends upon which of the following?

A. whether non-Western media sexualize women to the same degree as Western media B. how gender-egalitarian the culture is C. whether or not women have access to education D. people’s tendencies to hold system justifying beliefs Ans: A Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Comprehension Answer Location: Roles of Media and Culture Difficulty Level: Medium 31. Ferguson’s (2013) objects to some of self-objectification theory by arguing that ______.

A. implicit stereotypes rather than mass media perpetuate objectification B. only women with specific predispositions suffer negative consequences of media images of thin, idealized women C. men self-objectify more than women do

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. that it is not the overt sexualization of women in media that leads to object vacation, but rather the power dynamics on display Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Comprehension Answer Location: Roles of Media and Culture Difficulty Level: Medium 32. Black women tend to score lower on which risk factor for developing eating disorders?

A. thin ideal internalization B. body shame C. social anxiety D. depression Ans: A Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Women Difficulty Level: Easy 33. Which of the following attenuates the relationship between thin ideal internalization and eating pathology among racial and ethnic minority women?

A. socioeconomic status B. living in urban versus rural environments C. a warm personality D. a strong ethnic identity Ans: D Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Women Difficulty Level: Easy 34. Which of the following best describes why transgender people are at especially high risk of eating disorders?

A. body dissatisfaction resulting when physical features remind them of their assigned sex B. hormonal imbalances that produce a litany of internalizing disorders C. general emotional disorders that produce more negative construals of social feedback D. increased desires to constantly want to alter their appearance Ans: A Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Comprehension Answer Location: Gender Identity, Body Dissatisfaction, and Eating Disorders Difficulty Level: Medium 35. Women tend to feel shame for not being ______ enough, and men tend to feel shame for not being ______ enough.

A. introverted; extroverted B. thin; muscular C. conscientious; open-minded D. popular; intelligent Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 36. Which of the following disorders affects men at a higher rate than women?

A. muscle dysmorphia B. bulimia nervosa C. binge eating disorder D. anorexia nervosa Ans: A Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 37. A replication of the self-objectification study asking participants to look at themselves in swimsuits found that relative to heterosexual men, gay men ______.

A. felt less body shame B. self-objectified in front of an audience but not in front of a mirror C. were more likely to self-objectify D. felt no more or less body shame Ans: C Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 38. Relative to racial and ethnic minority individuals, LGBTQ individuals are especially at risk for negative mental health outcomes resulting from ______ A. rejection by parents and family B. poor nutrition

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

C. discrimination D. low socioeconomic status Ans: A Learning Objective: 13.4: Describe the unique mental health vulnerabilities experienced

by LGBTQ individuals.

Cognitive Domain: Comprehension Answer Location: Victimization, Discrimination, and Rejection Difficulty Level: Medium 39. Eisenberg and Resnick (2006) found what to be the single best protector against suicidal behavior among both sexual minority and heterosexual adolescents?

A. neurotic personality traits B. physical activity C. number of friends D. positive connections with parents and family Ans: D Learning Objective: 13.4: Describe the unique mental health vulnerabilities experienced

by LGBTQ individuals.

Cognitive Domain: Knowledge Answer Location: Victimization, Discrimination, and Rejection Difficulty Level: Easy 40. Pervasive body image problems may actually be rooted in objectification by the male gaze specifically, which refers to ______.

A. the tendency to glorify masculine appearance B. a sexual mode of viewing others that reflects men’s power C. focusing on men featured in pictures more than women D. a bias among males to avoid eye contact during social interactions Ans: B Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 41. LGBTQ adults who live in states that ______ experience disproportionately high rates of mood and anxiety disorders.

A. are located in the south B. are more rural than urban C. do not provide legal protections based on sexual orientation D. provide poor access to affordable health care professionals Ans: C Learning Objective: 13.4: Describe the unique mental health vulnerabilities experienced

by LGBTQ individuals.

Cognitive Domain: Knowledge Answer Location: Institutional Discrimination: A Hostile Environment

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 42. Sometimes, sexual minorities may experience self-directed, prejudiced attitudes increasing risks for a variety of mental illnesses. One example of such negative, selfdirected attitudes is ______.

A. minority stress B. cognitive dissonance C. internalized transphobia D. sexual anxiety Ans: C Learning Objective: 13.4: Describe the unique mental health vulnerabilities experienced

by LGBTQ individuals.

Cognitive Domain: Knowledge Answer Location: Internalized Stigma: Homophobia and Transphobia From Within Difficulty Level: Easy 43. The idea of double stigma--in which occupying more than one stigmatized group has compounding, negative impacts upon mental health--is directly supportive of which theory?

A. the expansion hypothesis B. response style theory C. minority stress theory D. the gender intensification hypothesis Ans: C Learning Objective: 13.4: Describe the unique mental health vulnerabilities experienced

by LGBTQ individuals.

Cognitive Domain: Comprehension Answer Location: Internalized Stigma: Homophobia and Transphobia From Within Difficulty Level: Medium 44. Which of the following is TRUE regarding the utilization of psychological help services in the United States?

A. Men are less likely to seek help for mental health problems than women.

B. Sex differences in seeking help for mental health problems are larger when seeking help from mental health professionals than from informal sources (e.g., self-help groups).

C. Men who more strongly endorse male role norms hold more positive attitudes toward seeking mental health help.

D. Men, but not women, underutilize psychological help services.

Ans: A Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Comprehension Answer Location: Sex Differences in Rates of Help-Seeking Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

45. Based on research investigating mental health help-seeking behavior among men, a man from which of the following backgrounds would you expect to be most likely to seek help for a mental illness?

A. competitive sports B. urban community C. the military D. rural community Ans: B Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Application Answer Location: Sex Differences in Rates of Help-Seeking Difficulty Level: Hard 46. Which of the following may reduce mental health help-seeking behavior specifically among Black women?

A. strong Black woman schemas B. cultures of masculinity C. socioeconomic status D. internalized, double stigma Ans: A Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Help-Seeking Difficulty Level: Easy 47. Women and men tend to experience similar levels of which of the following?

A. depression B. happiness C. anxiety D. experience of negative emotions Ans: B Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Cognitive Domain: Knowledge Answer Location: Subjective Well-Being Difficulty Level: Easy 48. What best describes the influence sex and gender have upon overall happiness and life satisfaction?

A. Men tend to report higher happiness and women report higher life satisfaction.

B. Across cultures, women report slightly higher subjective well-being than men.

C. Across cultures, men report slightly higher subjective well-being than women.

D. Gender has no substantial impact on happiness or life satisfaction.

Ans: D Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Cognitive Domain: Comprehension Answer Location: Subjective Well-Being Difficulty Level: Medium 49. Gina constantly worries about other people to the extent that she neglects her own needs and rarely makes decisions with her own best interest in mind. As a result, Gina finds herself chronically in a state of high anxiety. Gina’s anxiety ultimately stems from ______.

A. unmitigated agency B. unmitigated communion C. internalized stigma D. neuroticism Ans: B Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Cognitive Domain: Application Answer Location: Communion, Agency, and Well-Being Difficulty Level: Hard 50. Balanced authenticity argues that ______ has a litany of positive mental health benefits.

A. flexibly exhibiting both feminine and masculine tendencies B. diet and exercise C. engaging in both private reflection and social interactions daily D. mindfulness meditation Ans: A Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Cognitive Domain: Knowledge Answer Location: Communion, Agency, and Well-Being Difficulty Level: Easy True/False 1. The United States has among the highest lifetime rates of psychological disorders in the world.

Ans: T Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: Gender and Psychological Health Difficulty Level: Easy 2. Feeling sad and lonely for several weeks after a breakup qualifies as a psychological disorder.

Ans: F

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: How Are Mental Illnesses Defined, Classified, and Conceptualized?

Difficulty Level: Easy 3. Depressive and anxiety disorders are examples of internalizing disorders.

Ans: T Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Easy 4. In general, women have higher rates for internalizing disorders and men have higher rates for externalizing disorders.

Ans: T Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Knowledge Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Easy 5. Sex differences in mental illness emerge as a result of gender intensification during adolescence in the United States.

Ans: F Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Gender Role Factors Difficulty Level: Medium 6. Sex differences in depression tend to be smaller in some cultures that place great value and importance on homemaker roles.

Ans: T Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Gender Role Factors Difficulty Level: Medium 7. Across cultures, women tend to score higher on neuroticism than men.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: T Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Personality Factors Difficulty Level: Easy 8. Meta-analyses reveal a large effect size for boys’ lower levels of effortful control.

Ans: T Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Personality Factors Difficulty Level: Easy 9. Evidence from neuroscience suggests that prenatal testosterone exposure may explain sex differences in externalizing disorders via its impact upon the formation of the hippocampus.

Ans: F Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Biological Factors Difficulty Level: Easy 10. Anorexia nervosa carries the highest mortality rate of all mental illnesses.

Ans: T Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: What Roles Do Sex and Gender Play in Eating and Body Image Disorders?

Difficulty Level: Easy 11. Women who use more social media in the United States report higher levels of selfobjectification.

Ans: T Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Roles of Media and Culture Difficulty Level: Easy

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12. Greater exposure to idealized images of men’s bodies also encourages men to selfobjectify.

Ans: T Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 13. Researchers have found many sex differences in the presence of genes that contribute to internalizing disorders.

Ans: F Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Knowledge Answer Location: Biological Factors Difficulty Level: Easy 14. Studies reveal that nearly 90% of women who meet diagnostic criteria for mood or anxiety disorders seek help for it.

Ans: F Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Knowledge Answer Location: Sex Differences in Rates of Help-Seeking Difficulty Level: Easy 15. There is little evidence of a consistent sex differences in subjective well-being.

Ans: T Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Cognitive Domain: Knowledge Answer Location: Subjective Well-Being Difficulty Level: Easy Short Answer 1. Briefly describe the transdiagnostic approach to categorizing psychological disorders.

Ans: The transdiagnostic approach assumes that most psychological disorders are actually different manifestations of a few core underlying dimensions. It divides disorders into two categories, internalizing disorders, such as depressive and anxiety disorders, and externalizing disorders, such as antisocial, conduct, substance use, and impulsivity related disorders.

Learning Objective: 13.1: Define psychological disorders and explain the major approaches to classifying them.

Cognitive Domain: Comprehension

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Answer Location: The Transdiagnostic Approach: Internalizing and Externalizing Disorders Difficulty Level: Medium 2. Explain how rumination may help explain sex differences in internalizing disorders.

Ans: Rumination involves passively and persistently focusing attention on one’s negative mood. Women tend to be more likely than men to ruminate when distressed, and engaging in rumination positively relates to internalizing disorders such as depression.

Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Gender Role Factors Difficulty Level: Medium 3. Sex differences in what brain structure may play a role in developing certain externalizing disorders? Identify the region and explain why it may have such an impact.

Ans: The prefrontal cortex may play a role in sex differences in the development of externalizing conditions. It may be affected by prenatal testosterone exposure where greater exposure predicts lower PFC volume among young boys. It also develops more slowly in boys than in girls. Decreased PFC volume in turn correlates with vulnerability to externalizing disorders such as ADHD. Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Comprehension Answer Location: Biological Factors Difficulty Level: Medium 4. Define self-objectification and explain the relevance of the results from Fredrickson and colleagues’ (1998) “swimsuit study.”

Ans: Self-objectification refers to the internalization of beliefs that the value of one’s body predominantly stems from its use to others. Beliefs among girls and women that their self-worth depends upon their appearance rather than their actions or accomplishments reflect self-objectification. The swimsuit study induced selfobjectification by having participants wear a swimsuit (versus a sweater), finding that women wearing a swimsuit reported more body shame and consumed fewer cookies relative to women wearing a sweater. This demonstrates that self-objectification may increase women’s shame about their appearance.

Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Comprehension Answer Location: Objectification Theory, Body Image, and Eating Disorders Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

5. What is muscle dysmorphia and what type of body image concerns drive body shame among men and women, respectively?

Ans: Muscle dysmorphia refers to a body image does order characterized by an obsessive preoccupation with increasing wants muscularity and maintaining low body fat. While women tend to feel body shame about not being thin enough, men tend to feel shame about not being muscular enough.

Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Knowledge Answer Location: Intersectionality and Eating Disorders Among Men Difficulty Level: Easy 6. Describe race differences within women regarding mental health help-seeking behaviors. Explain the contribution of the Strong Black Woman Schema in your answer.

Ans: Black women are less likely than white women to use mental health services.

Researchers argue that the Strong Black Woman Schema--a set of beliefs and attitudes that argue being a Black woman entails being strong, selfless, and resilient--while a source of strength and self-efficacy for Black women, may also entail reduced tendencies to seek help for psychological problems.

Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Comprehension Answer Location: Intersectionality and Help-Seeking Difficulty Level: Medium 7. What does Yi Wang (2016) mean by “balanced authenticity,” and what does it suggest about the relationship between feminine and masculine tendencies and mental health?

Ans: Balanced authenticity refers to finding a middle ground between competing needs for agency and communion. From this perspective, the capacity to move flexibly between both feminine/communal tendencies and masculine/agentic tendencies predicts optimal mental health.

Learning Objective: 13.6: Understand how sex and gender relate to happiness and wellbeing.

Cognitive Domain: Comprehension Answer Location: Communion, Agency, and Well-Being Difficulty Level: Medium Essay 1. Explain how gender role factors may contribute to increased susceptibility to internalizing disorders among women. Include in your answer a discussion of gender intensification hypothesis and response style theory (along with evidence relevant to each).

Ans: There are several ways that gender roles contribute to sex differences in internalizing disorders. The gender intensification hypothesis proposes that the pressure to adopt sex-typed traits and behavior intensifies during adolescence, and this

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

contributes to sex differences in depression. According to this hypothesis, young people face increasing pressure to adopt traditional gender roles as they enter puberty and prepare for adulthood. For girls, this means adopting stereotypically feminine tendencies, such as emotionality and self-sacrifice--but these traits can foster a helpless coping style that increases depressive tendencies. Meanwhile, boys foster male-typed traits that can reduce the risk of depression. Evidence does not cleanly support this hypothesis, however. It is true that sex differences in depression (and other internalizing disorders) begin to manifest around puberty. However, while increases in male-typed traits during adolescence correlate with decreases in depression for both boys and girls, adolescent boys and girls in the United States today do not differ much on male-typed traits. Response style theory focuses on sex differences in the likelihood to ruminate or to passively and persistently focus on one’s negative mood. Women score higher than men in the tendency to ruminate when distressed, which in turn predicts depression and other internalizing disorders.

Learning Objective: 13.2: Analyze the various factors (e.g., gender roles, abuse, personality, and biology) that contribute to sex differences in rates of internalizing and externalizing disorders.

Cognitive Domain: Analysis Answer Location: Gender Role Factors Difficulty Level: Medium 2. Explain the contributions of Western media to self-objectification and describe evidence that supports its impact upon women’s self-objectification. To what extent do these media effects generalize to Eastern cultures? Why or why not?

Ans: The mass media (e.g., social networks, magazines, television, and movies) are a primary way that people are exposed to objectified (thin, flawless, sexualized) images of women. Objectification theory predicts that exposure to this hypersexualized imagery will have a negative impact on women’s self-views and mental health. In agreement with this, young Western women who use more social media also report higher selfobjectification. However, media depictions of women’s bodies vary widely across cultures. Evidence suggests that the media in non-Western cultures do not objectify women to the same degree as they do in Western cultures. For instance, magazines in Asian countries (such as China) show relatively few models in a nude, partially nude, or sexual manner, and women in Western cultures self-objectify more than women in Eastern cultures overall. Research shows that self-objectification tends to be higher in Western cultures than in non-Western cultures, which may help explain the lower rates of eating disorders in non-Western cultures.

Learning Objective: 13.3: Explain the roles of gender and self-objectification in eating and body image disorders.

Cognitive Domain: Analysis Answer Location: Roles of Media and Culture Difficulty Level: Medium 3. Describe sex differences in rates of seeking mental health help. Identify one explanation from gender psychology that may account for disparities in mental health

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

help-seeking between men and women. Finally, describe how these differences vary across different racial and ethnic groups.

Ans: On average, men are less likely to seek help for mental health problems than women are, but this difference depends upon the type of help provider. Sex differences in help-seeking for mental health problems from medical doctors and informal sources tend to be large, but sex differences in help-seeking from mental health professionals are relatively smaller. Seeking help for emotional pain involves expressing emotions and making oneself vulnerable, behaviors that are inconsistent with male role norms of toughness, self-reliance, and stoicism. Men who conform more strongly to these male role norms, and who endorse more traditional gender ideologies, also tend to hold more negative attitudes toward seeking mental health help. Thus, masculine norms for toughness and self-reliance likely contribute to sex differences in help-seeking behavior for mental health problems, and these disparities are likely largest among men in environments where these norms are strongest (e.g., the military). This sex difference also varies somewhat between Black and White Americans in the United States. Among Black women, there also exist strong norms for self-reliance and resilience (i.e., the Strong Black Woman schema). Although the SBW schema can be a source of strength and self-efficacy for Black women, it may also hinder their tendencies to seek help because it encourages self-reliance and emotional self-control in the face of stressors.

Consistent with these ideas, Black women who more strongly endorse the SBW schema are also less willing to acknowledge psychological problems and less open to seeking professional psychological help.

Learning Objective: 13.5: Evaluate the roles of sex and gender in help-seeking.

Cognitive Domain: Analysis Answer Location: Sex Differences in Rates of Help-Seeking | Intersectionality and HelpSeeking Difficulty Level: Medium

Chapter 14: Aggression and Violence Test Bank Multiple Choice 1. Which of the following is a necessary component in social psychologists’ definition of aggression?

A. intention B. physical contact C. premeditation D. emotion Ans: A Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium 2. Which of the following would count as aggression according to the social psychology definition?

A. throwing a rock at a tree and accidentally hitting someone B. screaming hurtful words into a pillow when no one else can hear C. smashing one’s tennis racket after losing a point D. undermining someone’s reputation via gossip Ans: D Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Application Answer Location: Aggression and Violence Difficulty Level: Hard 3. What best describes how researchers typically differentiate between the meanings of violence and aggression?

A. Not all violence is aggression but all aggression is violence.

B. Violence includes all forms of direct aggression but not indirect aggression.

C. Researchers typically use violence and aggression interchangeably.

D. Violence usually refers to severe forms of physical aggression.

Ans: D Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence Difficulty Level: Medium 4. Liam screams hurtful insults in Ewan’s face, but Ewan laughs and walks away. Which type of aggression best characterizes Liam’s behavior?

A. Social psychologists would not classify this behavior as aggression.

B. physical and indirect C. relational and direct D. verbal and direct Ans: D Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Application Answer Location: Aggression and Violence Difficulty Level: Hard 5. Natalie spreads nasty rumors about Daisy that harm her reputation and cause others to treat her poorly. Which type of aggression best characterizes Natalie’s behavior?

A. Social psychologists would not classify this behavior as aggression.

B. indirect C. direct

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. physical Ans: B Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence Difficulty Level: Medium 6. During which age range are men most likely to be involved in violent crime?

A. 16–25 B. 26–35 C. 36–45 D. 46–55 Ans: A Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Physical Aggression Difficulty Level: Easy 7. Which of the following percentages approximately captures the rate of violent crimes committed by women in the United States?

A. 5% B. 20% C. 50% D. close to 0% Ans: B Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Sex Differences in Perpetrating Aggression Difficulty Level: Easy 8. Which of the following describes sex differences in physical aggression?

A. Men tend to be more physically aggressive in the real world but not in the laboratory.

B. Differences vary greatly and are inconsistent across cultures.

C. Differences do not emerge until late in development.

D. Effect sizes tend to fall in the medium to large range.

Ans: D Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Physical Aggression Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

9. Researchers examining sex differences in physical aggression in laboratory environments find that which of the following increases the size of the disparity?

A. using older participants B. highlighting participants’ identities by giving them nametags C. directly provoking aggression D. running the study in the morning rather than the evening Ans: B Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Physical Aggression Difficulty Level: Medium 10. More recent meta-analyses of relational aggression find what kind of sex differences?

A. Small sex differences only emerge in older participants using methods other than self-report.

B. Small sex differences emerge but only among young children.

C. Sex differences are largest in self-report data.

D. Sex differences only emerge in environments where there are larger proportions of women than men.

Ans: A Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Relational Aggression Difficulty Level: Medium 11. Which of the following best describes sex differences in cyberbullying?

A. Girls are more likely to cyberbully than boys until their mid-20s.

B. Boys are more likely than girls to cyberbully at a young age but then become more prone to traditional bullying as they mature.

C. They are small and depend upon age.

D. Sex differences only emerge in adulthood and favor males.

Ans: C Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Bullying and Cyberbullying Difficulty Level: Easy 12. Which of the following groups is most likely to be targeted with violent crimes?

A. white men B. Black men C. white women D. Black women

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: B Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Sex Differences in Experiencing Aggression Difficulty Level: Medium 13. Which of the following is TRUE of violent victimization?

A. Male LGBTQ individuals experience various forms of aggression more often than female LGBTQ individuals.

B. Women are targeted with intimate partner violence substantially more frequently than men.

C. Crime statistics reveal that women are more likely than men to be the victims of almost all types of violent crime.

D. Sex is the strongest predictor of violence risk.

Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Sex Differences in Experiencing Aggression Difficulty Level: Medium 14. For which of the following types of violent crimes are women more likely than men to be victims?

A. aggravated assault B. armed robbery C. homicides D. sexual assault Ans: D Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex Differences in Experiencing Aggression Difficulty Level: Easy 15. ______ refers to behavior that interrogates or humiliates an individual based on their sex, sexual orientation, or gender identity.

A. Sex-based harassment B. Sexual assault C. Sexual violence D. Sexual prejudice Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Easy 16. Ian is Hayden’s mentor in graduate school. Ian offers to introduce Hayden to influential people within his field in exchange for sexual favors. This is an example of ______.

A. gender harassment B. quid pro quo harassment C. hostile environment harassment D. physical harassment Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Application Answer Location: Sex-Based Harassment Difficulty Level: Hard 17. Which category of sex-based harassment involves negative speech or behaviors and often takes place between two individuals of equal status?

A. sexual coercion B. quid pro quo harassment C. hostile environment harassment D. physical harassment Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment Difficulty Level: Easy 18. Which of the following types of sex-based harassment do middle and high school students report experiencing most frequently?

A. being shown sexual or pornographic images B. groping and unwanted touching C. quid pro quo arrangements D. unwelcome sexual comments or jokes Ans: D Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment Difficulty Level: Easy 19. Which of the following describes a culture with high levels of power distance?

A. a culture that accepts unequally distributed levels of status and power B. a society where power is dispersed over a large group of people C. cultures where people can easily move from positions of low to high power

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. a society in which high and low power individuals rarely interact Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Sex-Based Harassment Difficulty Level: Medium 20. Cultures characterized by ______ tend to contain higher frequencies of sex-based harassment.

A. internet dependence B. collectivism C. individualism D. mental illness Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment Difficulty Level: Easy 21. On average, people raised in which of the following countries will be most susceptible to blaming the victims of sexual violence?

A. India B. United States C. Germany D. the Netherlands Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Application Answer Location: Sex-Based Harassment Difficulty Level: Hard 22. Berdahl (2007) argues that the primary motivation for sex-based harassment is ______.

A. deficits in impulse control B. schadenfreude C. desires to protect one’s sex-based status D. sexual desire Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Sex-Based Harassment Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

23. Evidence that women in male-dominated organizations experience more harassment than women in female-dominated organizations may support which of the following explanations of sex-based harassment?

A. deficits in impulse control B. schadenfreude C. desires to protect one’s sex-based status and power D. sexual desire Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Sex-Based Harassment Difficulty Level: Medium 24. The earliest research on ______ type of violence framed it largely in terms of male violence against women.

A. assault B. homicide C. intimate partner violence D. robbery Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Intimate Partner Violence Difficulty Level: Easy 25. Which of the following types of aggression does research consistently show is committed more frequently by men?

A. intimate terrorism B. situational couple violence C. intimate partner violence D. cyberbullying Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Intimate Partner Violence Difficulty Level: Easy 26. ______ is a term coined by Michael Johnson (2008) that describes situations when heated conflicts get out of hand and escalate unpredictably into violence.

A. Intimate terrorism B. Situational couple violence C. Domestic violence

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. Violent escalation Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Intimate Partner Violence Difficulty Level: Medium 27. The key element that distinguishes most researcher’s definition of sexual assault broadly and rape more specifically is ______ A. intention B. penetration C. consent D. harm Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sexual Violence: Rape and Sexual Assault Difficulty Level: Easy 28. Relative to women in general, which of the following groups is especially vulnerable to sexual violence?

A. women over 50 B. girls and women with developmental disabilities C. women who live in wealthy neighborhoods D. homemakers in conservative households Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy 29. An individual who was intoxicated during a rape who did not fight back or say “no” may be especially prone to the phenomenon ______.

A. cognitive dissonance B. Stockholm syndrome C. unacknowledged rape D. rape suppression Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

30. Black women are more likely to be sexually assaulted via ______, and White women are more likely to be sexually assaulted via ______.

A. incapacitation with drugs; physical force B. physical force; incapacitation with drugs C. coercion; incapacitation with drugs D. incapacitation with drugs; coercion Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy 31. Which of the following is an example of a rape myth?

A. Women almost always tell the truth about being raped.

B. Men can’t be raped.

C. No one wants or deserves to be raped.

D. Rape often occurs among dating couples.

Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy 32. Which of the following is TRUE of perpetrators of sexual violence?

A. Men commit over 90% of all rapes in the United States.

B. Rapists use weapons in the majority of assaults.

C. Rape usually occurs between strangers.

D. Most rapes that target men are committed by women.

Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Who Commits Sexual Violence?

Difficulty Level: Easy 33. Victims of sexual violence who lack ______ are especially vulnerable to negative impacts upon psychological and physical health.

A. warm personality traits B. social support C. system justifying beliefs D. religious beliefs Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: The Aftermath of Sexual Violence Difficulty Level: Easy 34. Which of the following is a primary reason cited by survivors of sexual assault for not reporting the incident to the police?

A. feeling like they lack proof B. fear that the police will take it too seriously C. feeling that it’s not that big of a deal D. feeling like they don’t want justice Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: The Aftermath of Sexual Violence Difficulty Level: Easy 35. Consider the following hypothetical newspaper headlines discussing sexual violence. Which of them best illustrates victim blaming?

A. Binge drinking increases perpetrators likelihood of groping new research shows.

B. Presumed gangbang victim had consumed too much alcohol.

C. Victims of sexual assault at hands of university professor step forward.

D. Date rape drugs commonly used in celebrity cases of sexual misconduct.

Ans: B Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Application Answer Location: The Aftermath of Sexual Violence Difficulty Level: Hard 36. Which of the following is associated with increased blame attributed to the victims of rape?

A. the person attributing blame being female (relative to male) B. the perpetrator being a woman (relative to a man) C. the victim being a Black woman (relative to a white woman) D. the victim being a heterosexual male (relative to a gay male) Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: The Aftermath of Sexual Violence Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

37. The case of Brock Turner, a Stanford student convicted of three felony counts of sexual assault who only received 6 months in county jail, may serve as an example of what bias that often emerges in the aftermath of sexual violence?

A. white people of privilege facing more lenient repercussions of sexual violence B. The public’s reaction is dictated heavily by outrage on social media.

C. People take crimes featured in the mass media less seriously.

D. People are less likely to blame perpetrators of sexual violence targeting unconscious victims.

Ans: A Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: The Aftermath of Sexual Violence Difficulty Level: Medium 38. Theory and research support that as societal attitudes toward LGBTQ people become more positive in Western cultures, ______.

A. acts of violence toward the LGBTQ community may decrease B. acts of violence toward the LGBTQ community remain the same C. acts of violence toward the LGBTQ community may increase D. rates of homophobia and transphobia decrease Ans: C Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence Against LGBTQ Populations Difficulty Level: Easy 39. The confluence model of sexual aggression posits two primary factors that predict men’s sexual aggression against women ______.

A. hostile attitudes and preference for impersonal sex B. deficiencies in empathy and in impulse control C. sociocultural environment and genetic predispositions D. personality traits and gender role socialization Ans: A Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Knowledge Answer Location: What Explains Gender-Based Aggression and Violence?

Difficulty Level: Easy 40. Which of the following has been shown to predict male-to-female sexual assault among men?

A. outgoing personality B. assertiveness C. adverse childhood events

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. small physical size Ans: C Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Knowledge Answer Location: What Explains Gender-Based Aggression and Violence?

Difficulty Level: Easy 41. The fact that jealousy is the most frequent reason offered for male-initiated intimate partner violence directly supports which approach or theory?

A. perspectives based on genetics B. sociocultural approaches C. evolutionary psychology D. individual or personality approaches Ans: C Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: Evolved Jealousy Difficulty Level: Medium 42. Male initiated intimate partner violence driven by retaliation over infidelity is especially likely in/among ______.

A. racial and ethnic minorities B. Western cultures C. honor cultures D. societies loan socioeconomic status Ans: C Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: Honor Cultures Difficulty Level: Medium 43. In cultures that emphasize and hold family honor as sacred, women who ______ are vulnerable to extreme violence and threats of death.

A. receive an education B. work outside the home C. reject men or deny sex D. expose themselves to Western cultural norms Ans: C Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: Honor Cultures Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

44. Which of the following behaviors best exemplifies the predictions of the precarious manhood hypothesis?

A. James laughs off a public insult to his masculinity.

B. Christopher opens the door for his girlfriend in front of a crowd.

C. Domhnall punches a man at a bar for making fun of his “girly” drink.

D. John hangs a pair of “truck-nuts” from the back of his pickup.

Ans: C Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Application Answer Location: Precarious Manhood Difficulty Level: Hard 45. ______ is(are) an example of ritualized sexual aggression that is a core part of cultural identity for many cultures.

A. Rites of passage B. Dowry deaths C. Honor killings D. Female genital mutilation Ans: D Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Knowledge Answer Location: Power and Structural Gender Inequality Difficulty Level: Easy 46. The observation that the countries in the European Union with the highest levels of intimate partner violence also tend to rank high in gender equality is consistent with which of the following perspectives?

A. the socioeconomic dependence perspective B. cultures of honor C. the evolutionary perspective D. the status inconsistency perspective Ans: D Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: Power and Structural Gender Inequality Difficulty Level: Medium 47. Which of the following theories most directly addresses sexual violence that is NOT male-to-female?

A. evolutionary theories B. I3 theory C. theories rooted in honor cultures

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. theories of patriarchy and power differences Ans: B Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Knowledge Answer Location: I3 Theory Difficulty Level: Easy 48. Evidence that intimate partner violence is best predicted by a combination of weak inhibitory control and strong provocation most directly supports ______.

A. evolutionary theories B. I3 theory C. theories rooted in honor cultures D. theories of patriarchy and power differences Ans: B Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: I3 Theory Difficulty Level: Easy 49. The sexual callousness model argues that repeated exposure to pornography can increase sexually aggressive tendencies by ______.

A. decreasing general capacities for empathic concern B. desensitizing men to sexually aggressive behavior C. increasing sexual urges D. increasing hostilely sexist attitudes Ans: B Learning Objective: 14.4: Use research findings on gender-based violence to understand the relationship between pornography and sexual aggression.

Cognitive Domain: Comprehension Answer Location: Pornography and Sexual Aggression Difficulty Level: Medium 50. What best describes the state of research examining links between pornography and sexual violence?

A. Both the correlational and experimental research provides conflicting evidence of the effects of pornography upon sexual aggression.

B. The literature consistently shows a correlational, but not causal link between pornography exposure and sexual aggression.

C. Real-world and laboratory data combine to support a causal effect of pornography exposure upon sexual aggression.

D. The present state of the literature finds no relationship between pornography and sexual aggression.

Ans: A

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Learning Objective: 14.4: Use research findings on gender-based violence to understand the relationship between pornography and sexual aggression.

Cognitive Domain: Knowledge Answer Location: Pornography and Sexual Aggression Difficulty Level: Easy True/False 1. A child purposefully, but harmlessly, striking his father repeatedly in a temper tantrum would not count as aggression according to the social psychology definition.

Ans: F Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence Difficulty Level: Medium 2. Men in the United States account for about 80% of violent crime arrests, and this pattern is consistent across culture.

Ans: T Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Physical Aggression Difficulty Level: Easy 3. Sex differences in physical aggression emerge as early as age 3 and fall in the medium to large effect size range.

Ans: T Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Physical Aggression Difficulty Level: Easy 4. Girls and women are more likely than men to aggress via insults.

Ans: F Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Verbal Aggression Difficulty Level: Easy 5. Substantial sex differences exist in overall relational aggression (e.g., gossip).

Ans: F

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Relational Aggression Difficulty Level: Easy 6. Being the perpetrator of bullying, as well as the victim is associated with increased suicide risk.

Ans: T Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Bullying and Cyberbullying Difficulty Level: Easy 7. Both men and women are about equally as likely to be the targets of intimate partner violence, although women tend to suffer more serious physical injury than men do.

Ans: T Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Knowledge Answer Location: Sex Differences in Experiencing Aggression Difficulty Level: Easy 8. Nearly 20% of women in the United States report being raped at least once in their lifetime.

Ans: T Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy 9. Polyvictimization predicts more severe trauma symptoms than experience the same type of aggression repeatedly.

Ans: T Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: How Common Is Sexual Violence?

Difficulty Level: Easy 10. Rape typically occurs between strangers.

Ans: F Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

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Cognitive Domain: Knowledge Answer Location: Who Commits Sexual Violence?

Difficulty Level: Easy 11. A recent meta-analysis concluded that roughly one in five rape allegations are false.

Ans: F Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: The Aftermath of Sexual Violence Difficulty Level: Easy 12. The most common form of sex-based harassment is unwanted touching or groping.

Ans: F Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment Difficulty Level: Easy 13. Sex-based harassment tends to be more common and less harshly punished in individualistic, Western cultures.

Ans: F Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Knowledge Answer Location: Sex-Based Harassment Difficulty Level: Easy 14. The countries in the European Union with the highest levels of intimate partner violence also tend to consistently rank highest in the world in gender equality.

Ans: T Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Knowledge Answer Location: Power and Structural Gender Inequality Difficulty Level: Easy 15. Literature reviews consistently find evidence of a causal relationship between pornography exposure and sexual aggression.

Ans: F Learning Objective: 14.4: Use research findings on gender-based violence to understand the relationship between pornography and sexual aggression.

Cognitive Domain: Knowledge Answer Location: Pornography and Sexual Aggression Difficulty Level: Easy

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Short Answer 1. According to the definitions typically used by psychologists, what is the difference between aggression and violence? Provide an example of behavior that is considered violence and an example that is considered aggression but not violence.

Ans: Aggression is any behavior that is intended to cause psychological or physical harm to another person or animal. Violence is a specific form of aggression that is typically more severe and physical. Homicide is an example of violence and malicious gossip is considered aggression but not violence.

Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Aggression and Violence Difficulty Level: Medium 2. Describe two factors that have been shown to influence the size of the sex difference in physical aggression.

Ans: Answers may mention any of the following. Sex differences are larger with younger, compared to older participants. They are also larger in natural compared to laboratory settings. Sex differences are larger when the aggression is unprovoked than when it is provoked. Research also shows that sex differences tend to be larger when men’s identities are salient to observers.

Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Physical Aggression Difficulty Level: Medium 3. Briefly describe what evidence, if any, supports the “mean girls” stereotype (that women are especially likely to hurt each other with social exclusion and false rumors).

Ans: Recent meta-analysis finds evidence of small or no sex differences in relational aggression. When sex differences do emerge, favoring women, they tend to be in samples of older participants rather than younger children and with methods other than self-report.

Learning Objective: 14.1: Analyze research on sex differences and similarities across different types of aggression.

Cognitive Domain: Comprehension Answer Location: Relational Aggression Difficulty Level: Medium 4. Describe the two types of intimate partner violence identified by Johnson (2008). How do they help explain the frequency of intimate partner violence committed by men and women, respectively?

Ans: Situational couple violence occurs when heated conflicts get out of hand and escalate unpredictably into violence. Intimate terrorism is relatively rare and occurs

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when one partner consistently uses violence and fear to dominate and control the other.

The former is committed at roughly similar rates by women and men. While the latter is committed more frequently by men than women. However, collapsing across these two types of intimate partner violence reveals that men and women report being the victims of intimate partner violence at similar rates.

Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Situational Couple Violence Versus Intimate Terrorism Difficulty Level: Medium 5. What are “rape myths” (provide an example in your answer) and how do they contribute to the phenomenon of unacknowledged rape?

Ans: Rape myths are false beliefs about rape, rape victims, and rapists (e.g., “if a woman doesn’t resist, it can’t be considered rape”). People who more strongly endorse rape myths tend to interpret sexual violence as rape less often. This can lead to more instances where individuals have experiences that meet legal definitions of rape without labeling their experiences as such.

Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: How Common Is Sexual Violence?

Difficulty Level: Medium 6. Briefly explain what Berdahl (2007) proposes is the primary motivation for sex-based harassment.

Ans: According to Berdahl (2007), the primary motivation for sex-based harassment is the desire to protect one’s own sex-based status and to punish people who deviate from traditional gender norms.

Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Comprehension Answer Location: Sex-Based Harassment Difficulty Level: Medium 7. Explain both the predictions of the socioeconomic dependence perspective and the status inconsistency perspective regarding intimate partner violence.

Ans: According to the socioeconomic dependence perspective, men are more likely to use intimate partner violence as a means of exerting control when they have more power and resources than women. In contrast, the status inconsistency perspective claims that men in relationships with women who have greater status and power will feel emasculated and use intimate partner violence to restore the balance of power.

Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Comprehension Answer Location: Power and Structural Gender Inequality

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium Essay 1. Identify one biological and one sociocultural factor that contribute to gender-based aggression. Summarize the evidence that supports each of these factors influencing gender-based aggression.

Ans: Varies. For biological factors, responses may mention testosterone or evolved jealousy. For sociocultural factors, responses may mention honor cultures, precarious manhood, power and structural gender inequality, or I3 theory. An example answer may proceed as follows: Evolutionary psychologists propose that males evolved an increased tendency for jealousy in order to avoid the problem of paternity uncertainty. In other words, males evolved a heightened sensitivity to partner infidelity in order to avoid the risk of investing resources into offspring that doesn’t carry one’s genes. Jealousy may contribute to gender-based aggression by motivating men to control their partners using violent or aggressive tactics. In support of this, studies show that jealousy is the most frequently cited reason for male-initiated intimate partner violence. Cultures of honor provide a sociocultural account of gender-based aggression. Men in honor cultures are expected to defend their own reputations and those of their family members even with violence. In these cultures, women are expected to avoid any behavior that could bring shame to their families. Marital infidelity, refusing marriage proposals, or denying partners’ sex is often met with violence toward women in these cultures because of the affronts on family honor associated with each of these behaviors.

Learning Objective: 14.3: Discuss biological and sociocultural factors that explain sex differences in gender-based aggression.

Cognitive Domain: Analysis Answer Location: What Explains Gender-Based Aggression and Violence?

Difficulty Level: Medium 2. Define sex-based harassment and describe the three different types of relevant behavior identified by psychologists. Describe what type of sex-based harassment tends to be the most common and explain differences in the prevalence of sex-based harassment across Eastern and Western cultures. Explain the role of both power distance and collectivism versus individualism in your response.

Ans: Sex-based harassment refers to behavior that derogates or humiliates an individual based on their sex, sexual orientation, or gender identity. Psychologists identify three different types of sex-based harassment behavior. Gender harassment refers to sexual or sexist remarks or gestures. Unwanted sexual attention refers to initiating unwanted sexual discussions or touching. Sexual coercion refers to compelling sexual favors through job threats or rewards. Unwelcome comments, jokes, and gestures tend to be the most common forms of sex-based harassment reported.

Interestingly, sex-based harassment tends to be more prevalent among Eastern, collectivist cultures than Western, individualistic cultures. Part of this may be because collectivist cultures also tend to be higher in power distance or the extent to which a culture has and accepts unequally distributed levels of status and power among its

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

members. This has been shown to be associated with the frequency of sex-based harassment. However, the greater tendency in individualistic cultures to focus on individual rights, as opposed to collectivist cultures focus on preserving social harmony, may also contribute to increased tendencies to victim blame and rationalize sex-based harassment in collectivist cultures.

Learning Objective: 14.2: Evaluate the gender dynamics of sex-based harassment, intimate partner violence, and sexual assault.

Cognitive Domain: Analysis Answer Location: Sex-Based Harassment Difficulty Level: Medium 3. Summarize the current state of the evidence supporting a link between pornography consumption and sexual aggression. What is the sexual callousness model and what evidence is there supporting or conflicting with it? Describe both correlational and experimental evidence in your response.

Ans: The evidence surrounding the relationship between pornography consumption and sexual aggression produces mixed conclusions. The sexual callousness model argues that repeated exposure to pornography desensitizes and habituates your viewers leading to more callous attitudes toward sex. The model argues that this desensitization can disinhibit viewers’ sexual aggressive tendencies and undermine men’s inhibitions against acting on rape desires. In support of this theory, a meta-analysis of correlational studies found that greater exposure to pornography predicted more real-life sexual aggression among men and women. In contrast, studies also show that the availability of pornography does not consistently relate to increases in sexual assault rates. Results from experimental studies also provide mixed results, with some reviews concluding that causal relationships exist between exposure to pornography and aggressive behavior, while others conclude there is slim evidence for such a causal relationship.

These inconsistencies however may be partly explained by the type of pornography consumed (i.e., how aggressive it is) and the aggressive tendencies among the men studied. Overall, researchers have not reached a consensus on the impact of exposure to pornography upon sexual aggression.

Learning Objective: 14.4: Use research findings on gender-based violence to understand the relationship between pornography and sexual aggression.

Cognitive Domain: Analysis Answer Location: Pornography and Sexual Aggression Difficulty Level: Medium

Chapter 15: Gender Past, Present, and Future Test Bank Multiple Choice

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

1. Which of the following did Miles (1935) identify as a trend in the psychology of sex and gender research in its first 50 years?

A. intersectional views of sex and gender B. marriage and sex norms across cultures C. LGBTQ issues D. gender and parenting Ans: B Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past, Present, and Future Difficulty Level: Easy 2. Which of the following trends in sex and gender research identified by Miles in 1935 is notably still central in the field today?

A. experiences of the LGBTQ community B. psychoanalytic views of sex C. development of sex-typed behaviors and attitudes D. marriage and sex norms across cultures Ans: C Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past, Present, and Future Difficulty Level: Easy 3. In the 19th century, sex and gender researchers’ preexisting beliefs about ______ guided and biased the research process.

A. the intellectual superiority of women B. academic elitism C. men’s intellectual superiority D. Christianity Ans: C Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 4. Which of the following describes an accomplishment of Helen Thompson-Woolley?

A. utilized science as a means to advance her political agenda B. one of the first women to receive a doctorate in experimental psychology C. discovered sex differences in the brains of men and women highlighting men’s superiority D. advocate for LGBTQ rights Ans: B

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Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Comprehension Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Medium 5. A white middle-class woman in North America in the 19th century would most likely be expected to do which of the following?

A. stay active and work during pregnancy B. vote but do so in line with their husbands C. pursue their educational and career goals D. marry, have children, and remain in the domestic sphere Ans: D Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Application Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Hard 6. Behavior enacted on behalf of a group with the goal of improving conditions for the entire group is referred to as ______.

A. collective action B. communal traits C. benevolent sexism D. benevolent action Ans: A Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 7. Which of the following is an example of an ideology with the potential to undermine collective action when advocating for women’s rights by encouraging women to justify their lower status?

A. hostile sexism B. benevolent sexism C. intersectionality D. liberalism Ans: B Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Comprehension Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

8. In 1920, the United States became the ______ country to grant women the right to vote.

A. 1st B. 12th C. 19th D. last Ans: B Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 9. Which of the following statements captures 20th-century gender psychology as compared to 19th century?

A. Systematic research in the 20th century supported earlier conclusions about men’s intellectual superiority.

B. The 20th-century research did not support earlier conclusions about women’s intellectual inferiority.

C. The 20th-century research promoted gender bias and misconceptions.

D. The 20th-century research contained much less critical thinking and was less systematic research than the prior century.

Ans: B Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Comprehension Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Medium 10. Which of the following provides an example of a human rights issue that became a focus of gender research in the second half of the 20th century?

A. substance abuse B. religious freedom C. domestic violence D. immigration reform Ans: C Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 11. Which of the following changes in the realm of sex and gender took place in the second half of the 20th century?

A. Women’s participation in the workforce steadily decreased.

B. Women began earning more money, on average, than men.

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C. Men invested less time in housework and child-rearing.

D. The gender wage gap narrowed.

Ans: D Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 12. In a 2019 article, what did Janet Hyde and other researchers encourage the field of psychology to do?

A. incorporate evolutionary theories more often B. continue to examine sex differences between men and women C. embrace intersectionality D. move beyond the gender binary Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Gender Present: Where Are We Now (in the 21st Century)?

Difficulty Level: Easy 13. Which of the following is a central theme of the present state of sex and gender psychology?

A. the separation of nature and nurture B. the importance of qualitative research methods C. the roles of status, power, and intersectionality D. scientific positivism Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Gender Present: Where Are We Now (in the 21st Century)?

Difficulty Level: Easy 14. A scientist who believes that empirical investigation can lead to objective and valuefree knowledge likely adopts which of the following positions?

A. positivism B. postabsolutism C. absolutism D. postpositivism Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Application Answer Location: Gender Present: Where Are We Now (in the 21st Century)?

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Difficulty Level: Medium 15. The gonadal hormones operate in various ways in human bodies, such as ______.

A. stop blood cell development B. facilitate libido and mood C. cause sex differences D. damage bone and tissues Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: “Male” and “Female” Hormones Difficulty Level: Medium 16. Which of the following statements is TRUE regarding testosterone among people of different sexes?

A. On average, women have higher testosterone levels than men.

B. Sex differences in adult testosterone levels are larger than most people think.

C. Individual testosterone levels remain stable across contexts and situations.

D. There is a lot of within-sex variability in testosterone levels, for both women and men.

Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: “Male” and “Female” Hormones Difficulty Level: Medium 17. What statement differentiates between previous common notions of gonadal hormones in gender research and Hyde et al.’s (2019) view on gonadal hormone research?

A. As opposed to previous common notions, Hyde et al. argue that researchers should view gonadal hormones as “male” and “female” hormones.

B. As opposed to previous common notions, Hyde et al. recommend that researchers should study testosterone only in men and progesterone only in women.

C. As opposed to previous common notions, Hyde et al. state that gonadal hormones have some sex-specific functions but overall do not function in a binary manner.

D. As opposed to previous common notions, Hyde et al.’s position is that gonadal hormones should be viewed in a binary, male–female manner.

Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Analysis Answer Location: “Male” and “Female” Hormones Difficulty Level: Hard

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

18. A researcher studying sex differences in math scores finds that on average, boys scored higher than girls in math. The researcher interprets this finding to mean that boys are better at math than girls. The researcher is exhibiting which of the following approaches?

A. maximalist B. minimalist C. positivist D. postpositivist Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Application Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Hard 19. What approximate percentage of sex difference effect sizes are in the close-to-zero or small ranges?

A. 35% B. 50% C. 85% D. nearly 100% Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Easy 20. As an exception to the general rule that sex differences are often negligible, girls tend to score higher than boys (in the medium to large effect size range) for which of the following variables?

A. attachment to peers B. physical aggression C. mental rotation ability D. pornography use Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Easy 21. Which of the following is an example of a critical thinking skill?

A. data entry B. perspective-taking C. public speaking

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D. cooking Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Easy 22. Which of the following represents an individual who does not identify with any gender?

A. cisgender B. agender C. nonbinary D. transgender Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 23. Which of the following provides a definition for gender fluid?

A. Gender identity shifts over time.

B. The biological components of sex do not consistently fit the typical female or male patterns at birth.

C. a match between gender identity and sex assigned at birth D. a mismatch between gender identity and sex assigned at birth Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 24. Which statement accurately differentiates between transgender and nonbinary/genderqueer?

A. Transgender individuals experience a mismatch between their gender identity and their assigned sex at birth, whereas nonbinary/genderqueer individuals’ gender identity shifts over time.

B. Transgender individuals’ identity is neither male nor female, whereas nonbinary/genderqueer individuals experience a mismatch between their gender identity and their assigned sex at birth.

C. Transgender individuals’ gender identity shifts over time, whereas for nonbinary/genderqueer individuals, their gender identity is neither male nor female.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

D. Transgender individuals experience a mismatch between their gender identity and their assigned sex at birth, whereas for nonbinary/genderqueer individuals, their gender identity is neither male nor female.

Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Analysis Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Hard 25. Lex was born with biological components of sex that do not consistently fit the typical male or female patterns. Lex is raised as a girl and has a complicated identification to their assigned sex/gender. This is an example of which identity?

A. cisgender B. agender C. intersex D. genderqueer Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Application Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Hard 26. What do Thailand, Native American societies, India, and Samoa have in common?

A. societies in which third sexes/genders are illegal B. societies in which third sexes/genders are recognized C. societies with no reported third sexes/genders D. societies in which sex and gender binaries are strongly enforced Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 27. Which statement is TRUE regarding measuring sex and gender identity variables?

A. When participants select a third-gender option, write in their own self-descriptions or leave questions about sex and gender blank, they are typically included in analyses.

B. Currently, researchers almost always ask participants to report both their sex assigned at birth and their gender identity.

C. Nonbinary and agender people are thus largely present in Western psychological research.

D. Practices of ignoring data from transgender, nonbinary, agender, and intersex individuals are so standard in research that they go unacknowledged and unquestioned.

Ans: D

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 28. Flores et al. (2016) found that approximately ______% of U.S. adults are transgender.

A. 0.6 B. 0.2 C. 6.0 D. 2.0 Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 29. Which of the following aligns with the findings of Joel and colleagues (2014) regarding gender identity?

A. Most cisgender people report consistently stable gender identity over time.

B. At least one third of cisgender people feel gender fluid and agender at times.

C. Over 90% of cisgender people feel gender fluid and agender at times.

D. Transgender individuals rarely feel gender fluid.

Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Medium 30. Approximately how much of the population variance in testosterone is due to nongenetic, sociocultural factors?

A. 0%–4% B. 20%–24% C. 40%–44% D. 56%–60% Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Easy

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

31. Research by Sari van Anders and her collaborators reveals that ______ leads to increases in testosterone in women.

A. breakup of a committed relationship B. soothing a crying infant C. being in a monogamous relationship D. wielding power over a subordinate Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Easy 32. ______ are biological mechanisms--which can be influenced by environmental conditions and life experiences--that determine whether or not certain genes get activated.

A. Epigenetic factors B. Sociocultural factors C. Heritability estimates D. Biosocial factors Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Easy 33. Which of the following best describes the biopsychosocial model?

A. views sexual orientations as patterns of experiences that are shaped by interactions between genes, hormones, social interactions, cultural norms, and other internal and external factors B. proposes that biology and environment mutually influence each other in shaping sex differences and similarities in cognitive abilities C. proposes that biological sex differences lead to a division of labor between the sexes, which in turn leads cultures to socialize girls and boys differently D. proposes that women routinely face more objectification and sexualization than men do, which yields negative consequences ranging from appearance preoccupation to body dissatisfaction to depression Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Easy

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34. Evan identifies as heterosexual in high school. When he goes to college, he is exposed to new ideas and many LGBTQ+ people. This provides a safe context for him to explore his sexuality, and he later comes out as bisexual. Several years later, he is in a LGBTQ-supportive community with many transgender, nonbinary/third-gender individuals and begins to identify as pansexual. Evan’s sexual orientation aligns with which theoretical approach?

A. dynamical systems approach B. categorical sexual orientation theory C. biopsychosocial model D. neurohormonal theory Ans: A Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Application Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Hard 35. Whereas ______ refers to qualities that garner respect and prestige from others, ______ is the capacity to determine outcomes for oneself and for others.

A. power; assertiveness B. agency; power C. status; power D. assertiveness; agency Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Easy 36. Across and within cultures, there is a lot of variance in how much ______ power women have.

A. structural B. matrilineal C. societal D. dyadic Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Medium 37. ______ refers to the idea that people’s experiences are shaped by multiple, interconnected identities as well as by the power and privilege associated with these identities.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

A. Dynamical systems B. Intersectionality C. Biopsychosocial approach D. Maximalism Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Easy 38. According to ______, it is not useful to examine single identities in isolation.

A. epigenetics B. evolutionary theory C. the biopsychosocial model D. intersectionality theory Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Medium 39. The finding that racial and ethnic minority LGBTQ individuals face a heightened risk for psychological distress relative to their White LGBTQ peers is consistent with which of the following?

A. objectification theory B. double jeopardy hypothesis C. biobehavioral approach D. scarcity hypothesis Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Application Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Hard 40. Hyde et al. (2019) note that the tendency to view the world as operating within sex and gender binaries draws attention away from ______.

A. intersectionality B. important sex differences C. gender stereotypes D. the multiple different identities that shape people’s experiences Ans: D Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

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Cognitive Domain: Comprehension Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Medium 41. Anderson and colleagues (2018) found that which of the following groups of people is more likely to experience sexual objectification by white viewers?

A. white women B. white men C. Black women D. Black men Ans: C Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Easy 42. Which of the following refers to the gender paradox in happiness regarding primarily white men and women in the United States?

A. Women as a group tend to be happier than men.

B. Women’s happiness has gradually declined since the 1970s, whereas men’s happiness has remained relatively stable.

C. Women’s happiness tends to decline after childbirth, whereas men’s happiness remains relatively stable.

D. Women as a group tend to report lower levels of happiness as they age compared to men’s reported happiness as they age.

Ans: B Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Medium 43. A recent methodological advancement that may help unlock the mysteries of gender in the future is ______.

A. phone interviews B. online surveys C. big data methodologies D. focus groups Ans: C Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Comprehension Answer Location: Methodological Advances Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

44. What did data scientists and author Seth Stephens-Davidowitz (2017) utilize to discover that women and men both seem to overreport how much sex they are having?

A. sales of condoms B. self-report surveys C. Google searches D. daily tracking logs Ans: A Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Methodological Advances Difficulty Level: Easy 45. Which of the following did the textbook authors propose as an important gender research question for the future?

A. What are the major differences between the sexes?

B. How might qualitative research methods change our understandings of sex and gender?

C. What biological factors influence men and women?

D. What are the origins of gender identity and sexual orientation?

Ans: D Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Unanswered Questions Difficulty Level: Easy 46. The doing gender perspective views gender as ______.

A. a stable identity construct B. a behavioral process in which gender is practiced and negotiated C. a noun or who someone is D. a strong internal sense of belonging to a certain gender group Ans: B Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Unanswered Questions Difficulty Level: Easy 47. The authors state that the future of sex and gender research requires which methodological approach?

A. qualitative B. mixed methods C. quantitative D. single method Ans: B

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Unanswered Questions Difficulty Level: Easy 48. The authors propose that the future of gender research should shift focus away from predominantly studying sex differences to ______.

A. studying how gender operates in context and in interaction with other factors B. examining the motivation behind sex-types behaviors C. examining how sex-typed behaviors develop across the life span D. creating new theories to explain sex and gender development Ans: A Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Unanswered Questions Difficulty Level: Easy 49. According to Rainie and Anderson (2017), U.S. employers are looking for central features of which job skill?

A. rule following B. assertiveness C. critical thinking D. leadership Ans: C Learning Objective: 15.4: Demonstrate the habit of critical thinking about gender and carry this practice forward in their daily lives.

Cognitive Domain: Knowledge Answer Location: Revisiting Our Challenge to You: Critical Thinking Difficulty Level: Easy 50. The more individuals think about and connect new material to content already stored in their long-term memory, ______.

A. the more likely they are to forget it B. the more passionate they become about it C. the more likely they are to criticize it D. the better they learn and remember it Ans: D Learning Objective: 15.4: Demonstrate the habit of critical thinking about gender and carry this practice forward in their daily lives.

Cognitive Domain: Comprehension Answer Location: Revisiting Our Challenge to You: Critical Thinking Difficulty Level: Medium

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

True/False 1. By the mid-19th century, women were able to pursue higher levels of education without discrimination.

Ans: F Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 2. In contrast to the 19th century, research in the 20th century more frequently promoted gender bias and misconceptions.

Ans: F Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 3. In the 20th century, while social/contextual explanations for sex differences dominated gender research, evolutionary theorizing for sex differences also grew.

Ans: T Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Comprehension Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Medium 4. Over time, gender researchers gradually shifted from relying on complex theories about sex and gender to using methods that reinforced gender stereotypes.

Ans: F Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Knowledge Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Easy 5. Most gender researchers today work with a positivist frame.

Ans: F Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Gender Present: Where Are We Now (in the 21st Century)?

Difficulty Level: Easy

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6. People of all sexes and genders have testosterone, progesterone, and estradiol.

Ans: T Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: “Male” and “Female” Hormones Difficulty Level: Easy 7. Outside of menstruation and pregnancy, women and men do not differ in their average levels of progesterone and estradiol.

Ans: T Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: “Male” and “Female” Hormones Difficulty Level: Easy 8. Systematic research indicates that women and men are quite similar, with large overlap in their score distributions on most psychological variables.

Ans: T Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Easy 9. Researchers interested in improving young people’s critical thinking skills will likely benefit from ignoring the sex and gender binaries.

Ans: T Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Medium 10. The existence of transgender, agender, and intersex people is a relatively new phenomenon in the 21st century.

Ans: F Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 11. Surveys likely overestimate the true numbers of people with nonbinary/third-gender identities.

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

Ans: F Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 12. Most societies around the world have a patriarchal social structure.

Ans: T Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Easy 13. Women of all races have shown gradual decreases in happiness since the 1970s.

Ans: F Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Medium 14. Research shows that women and men both seem to overreport how much sex they are having.

Ans: T Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Knowledge Answer Location: Methodological Advances Difficulty Level: Easy 15. Researchers today have a strong understanding of why people identify as cisgender, transgender, or genderqueer, straight, gay, bisexual, pansexual, or asexual.

Ans: F Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Comprehension Answer Location: Unanswered Questions Difficulty Level: Medium Short Answer 1. Describe the criticisms of 1970s mainstream gender psychology.

Ans: The 1970s mainstream gender psychology was criticized for being too simplistic in its almost exclusive focus on sex differences. Feminist scholars argued that a focus on

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

merely documenting sex differences ignored the complexity of gender. They emphasized that differences within sex groups were just as meaningful as those between sex groups and that gendered attributes and behaviors were often influenced by factors such as status, context, and social interactions.

Learning Objective: 15.1: Identify how past developments in gender psychology have shaped the present field.

Cognitive Domain: Comprehension Answer Location: Gender Past: Where Were We (in the 19th and 20th Centuries)?

Difficulty Level: Medium 2. Explain the distinction between maximalist and minimalist approaches to sex difference research.

Ans: Whereas maximalist approaches emphasize differences between the sexes, implicitly assuming that male and female scores are nonoverlapping, minimalist approaches emphasize similarities between the sexes, implicitly assuming overlap between male and female scores.

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Medium 3. The authors state that “the worker of the future will need to go beyond the binary to achieve success.” Describe what the authors mean by this statement and the rationale behind it.

Ans: Due to the increasing automation of many tasks and jobs, computers will soon be able to do many jobs that are now held by humans. Thus, to succeed in the workforce, people will increasingly need to differentiate themselves from machines by demonstrating uniquely human skills. This essentially boils down to critical thinking, as seen in skills such as problem-solving, creativity, perspective-taking, and innovation.

While some of these skills and stereotypes are stereotyped as more female- or maletypical, the actual size of sex differences associated with them ranges from zero to small. Thus, the worker of the future will need to go beyond the binary to achieve success.

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Comprehension Answer Location: Effect Sizes of Psychological Sex Differences Difficulty Level: Medium 4. Define and describe the differences between transgender, cisgender, nonbinary/genderqueer, gender fluid, agender, and intersex individuals.

Ans: Transgender individuals experience a mismatch between their gender identity (their sense of belonging to a sex category) and their assigned sex at birth, whereas cisgender individuals experience a match between their gender identity and assigned sex. Some transgender individuals identify as nonbinary or genderqueer (their gender

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

identity is neither male nor female) or gender fluid (their gender identity shifts over time).

In contrast, agender individuals do not identify with any gender. Finally, intersex individuals are those for whom the biological components of sex (chromosomes, hormones, and internal and external sex organs) do not consistently fit the typical female or male patterns at birth.

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Transgender, Agender, and Intersex People Difficulty Level: Easy 5. What is the difference between a matriarchal and a matrilineal society?

Ans: Matriarchal societies are those in which women as a group have more status and power than men. Matrilineal societies trace family relationships and ancestry through the mother’s line.

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Knowledge Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Easy 6. Explain the doing gender perspective as compared to the idea of being gendered.

Ans: The doing gender perspective views gender as a behavioral process (not an internal feature within individuals) in which gender is repeatedly practiced and negotiated in particular social interactions and contexts. In this way, gender is a verb or what someone does. Alternatively, many people have a strong internal sense of belonging to a gender group--that is, most people have a strong sense of being gendered.

Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Comprehension Answer Location: Unanswered Questions Difficulty Level: Medium 7. Summarize what the authors stated the future of sex and gender research should look like in their reflections.

Ans: The authors stated that the future of gender psychology likely lies in drawing on methods and understandings from many academic disciplines because the complexity of sex and gender calls for a mixed methods approach. Furthermore, because sex and gender do not operate solely on an individual level, future gender psychologists should have the most success when examining sex and gender across a wide range of levels (e.g., cellular, individual, interpersonal, societal, cross-cultural, and cross-historical).

This approach involves shifting focus away from predominantly studying sex differences to studying how gender operates in context and in interaction with other factors such as age, race, ethnicity, class, ability, sexual orientation, citizenship, and so on.

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Learning Objective: 15.3: Identify gaps in our current understandings of gender and important questions that face the field of gender psychology as we move forward.

Cognitive Domain: Comprehension Answer Location: Unanswered Questions Difficulty Level: Medium Essay 1. Describe how Sari van Anders’s (2013) interpretation of testosterone undermines sex and gender binaries. Start by describing common understandings of testosterone and the limitations of these beliefs. Highlight research findings that inform van Anders’s interpretation in your response. How does this interpretation reflect the interconnectedness of nature and nurture?

Ans: People tend to view testosterone as the ultimate or “true” cause of certain sex differences such as aggression or competitiveness, and they assume that testosterone is fixed. These beliefs perpetuate the sex and gender binaries by fostering the notion that testosterone-related sex differences are natural and stable over time and across situations. However, these ideas limit our understanding of how flexible and responsive testosterone is to social contexts. Approximately 56%–60% of the population variance in testosterone is due to genetic differences between people, meaning that the remaining 40%–44% of the population variance in testosterone is due to nongenetic, sociocultural factors. Research by Sari van Anders and her collaborators provide examples of social contexts impacting testosterone such as, for women, engaging in an athletic competition and wielding power over a subordinate lead to increases in testosterone. For men, soothing a crying infant leads to decreases in testosterone and the breakup of a committed relationship increases testosterone. Among both women and men, being in a polyamorous relationship is associated with higher testosterone. When considering all of these findings as a whole, van Anders (2013) concludes that testosterone does not explain sex differences between women and men so much as it explains differences between competitive and nurturing contexts and behaviors. Specifically, van Anders proposes that high levels of testosterone prepare people of all sexes and genders for competitive contexts and low levels of testosterone prepare people for nurturing contexts. This interpretation of testosterone undermines the sex and gender binaries because it suggests that testosterone regulates important, survival-related behaviors for people of all sexes and genders, not only (or even primarily) for men. This shows the interconnection of nature and nurture because although testosterone is biological and genetic, it is also influenced by environmental factors.

Learning Objective: 15.2: Evaluate central themes in the present field of gender psychology, particularly in terms of critiquing the sex and gender binaries.

Cognitive Domain: Analysis Answer Location: Theme 2: The Interconnectedness of Nature and Nurture Difficulty Level: Hard 2. Describe how an intersectional approach can lead to more meaningful discoveries regarding the underlying causes of gender-related outcomes. In your answer, highlight

Bosson, The Psychology of Sex and Gender, 2e SAGE Publishing, 2022

the gender paradox in happiness and how Cummings (2020) intersectional perspective offers a different explanation for this “gender phenomenon.”

Ans: By shifting focus away from the sex and gender binaries, intersectional approaches can inspire new hypotheses and potentially lead to new understandings on gender-related questions. For example, the gender paradox in happiness refers to the finding that U.S. women’s happiness has gradually declined since the 1970s, whereas men’s happiness has remained relatively stable. Interestingly, this paradox primarily characterizes the happiness trajectories of White women and men, with Black women showing steady increases in happiness since the 1970s. Whereas some researchers acknowledge this race difference in happiness trajectories, they still focus primarily on explaining the paradox as a gender phenomenon. An intersectional approach examines the interaction of sex and race as well as the different economic realities that face members of different social groups. Taking an intersectional approach, Cummings (2020) notes that White women’s declining happiness since the 1970s might reflect the increasing role demands they have faced as more of them moved into the labor market while continuing to shoulder most domestic responsibilities at home. Conversely, Black women have always participated in the U.S. labor market and are recently experiencing declines in parenting and marriage rates. Thus, Cummings proposes that what appear to be sex differences may really reflect differences in work–life conflict, which have tended to increase for white women but decrease for Black women over time.

Learning Objective: 15.4: Demonstrate the habit of critical thinking about gender and carry this practice forward in their daily lives.

Cognitive Domain: Analysis Answer Location: Theme 3: Status, Power, and Intersectionality Difficulty Level: Hard 3. At the end of the textbook, the authors challenge you to identify important questions that the field has yet to tackle. The authors provide some of their own questions to help guide your thinking. Your task is to either select one of those questions or generate your own question that you think the future field of sex and gender research should prioritize over the next 20 years. Provide a rationale including at least three reasons for why you think this question is important for the field using content you have learned throughout this book.

Ans: Varies. Students may generate their own questions and provide rationale demonstrating understanding of the content throughout the book. Students may also select one of the six major questions the authors provided. A sample answer is as follows: I think the field of sex and gender research should prioritize the question: “What are the origins of gender identity and sexual orientation?” Scientific understanding of this question has grown in recent years, but there is still so much that remains unknown. For example, both phase models of sexual minority development and milestone models shed light into how these identities develop, but neither provides a full picture. In addition, specific theories such as evolutionary theory and fraternal birth order effect offer insights into why specific sexual orientations develop, but they also provide an incomplete picture. For example, fraternal birth order effect only applies to male homosexuality but does not explain female sexual orientation. Furthermore, as Joel and

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colleagues (2014) research shows, about one third of cisgender adults feel agender or gender fluid at times. This highlights that sexual identity is fluid and changing, and there is much more to learn about it. Lastly, this chapter highlights how often sexual and gender minority individuals are left out of gender research, demonstrating that what we currently know about this population is limited. Thus, the future of gender research should prioritize better understanding of the LGBTQ+ population.

Learning Objective: 15.4: Demonstrate the habit of critical thinking about gender and carry this practice forward in their daily lives.

Cognitive Domain: Application Answer Location: Unanswered Questions Difficulty Level: Hard