❑ Argues that social interaction is the vehicle through which people present themselves to others as women or men. ❑ Gender or, rather, the belief that the world is divided into two, mutually exclusive categories – is understood as an “accomplishment” – a product of human effort. ❑ Believes that sex categorization is a habitual, virtually automatic, and rarely questioned aspect of social interaction. ❑ Claim that because sex categories are always present, they are always available as a basis for interpreting others’ behavior.

❑ Emphasize the ways in which sex categories become the basis for people’s expectations about others’ competence. ❑ Interaction requires that people orient themselves to one another, it is necessary to have some basis for categorizing others vis-vis oneself (Ridgeway 1997) ❑ To explain why and how categorizing others by sex produces gender expectations and stereotypes, these theorists introduce the idea of a status characteristic ❑ Once a characteristic like sex category has status value, it begins to shape expectations and form the basis for stereotypes ❑ Gender is not the only basis on which people differentially assign power and status, age is also a status characteristic; adults are generally ascribed more status and power than children.

❑Emphasizes the consequences of people classifying others as similar or different from themselves. ❑Term used to describe people’s preference for sameness, a preference that is expressed in their interpersonal relations. When sociologists say that similarity attracts, they mean that people are drawn to those whose attitudes, values, and beliefs are similar to their own. People who share our views affirm us, thus positively reinforcing who we are and how we live. ❑Assumes that being different from or similar to others is more important in shaping interaction than how one differs or is similar.

Homophily Approach "skewed groups"

Manipulation

Channeling/ Canalization

Verbal Appellation

Activity Exposure

Textbook

Education

Media portray different images of women that often have negative connotations.

Examples: Youtube, facebook, twitter, instagra and etc.

Children tend to play with same-gender peers.

observes same and other gendered peers' behavior over time.

Gender learning can be explained using the principles of cognitive development.

Learning about gender occurs as part of a more general psychological process of cognitive maturation.

Gender Polarization - The belief that what is acceptable or appropriate for females is not acceptable or appropriate for males (and vice versa) and that anyone who deviates from these standards of appropriate femaleness and maleness is unnatural or immoral.

Androcentric- Refers to a belief that males and masculinity are superior to females and femininity, and that males and masculinity are the standard or the norm

Formation of Ego Boundaries- the sense of separation between “me” and “not me” – infants become aware of themselves and others as separate beings with an ability to influence their surroundings.

Formation of Gender Identity- refers to people’s own sense of themselves as males or females. This awareness is helped by – perhaps even dependent upon – another kind of attachment: identification with a same sex parent or adult.

Stage 3 ( Game Stage) After age 6 or 7 -Assumes social roles, anticipate action of significant and generalized others.

Stage 2 ( Play Stage) Age 3 to 6 - anticipatory socialization and pretends to fill social roles.

Stage 1 ( Imitative Stage) Under age 3 - Imitate significant others and awareness of self apart.

Believed that we form of our self-images through with other people

interested in how significant others shape us as individuals

Looking-glass self refers to a self-image that is based on how we think others see us.