The correct answer appears first and is boldface.

1. c. Being gentle is one of the expressive characteristics that are seen as feminine in our society.

a. Outspokenness is one of the instrumental characteristics that are perceived as masculine in our society.

b. Assertiveness is one of the instrumental characteristics that are perceived as masculine in our society.

d. Independence is one of the instrumental characteristics that are perceived as masculine in our society.

2. c. Prior to 1974, girls outperformed boys; therefore, Deborah's mother very possibly outscored the boys in her class. Sex differences in verbal skills have disappeared; therefore, Deborah probably did not outperform most of the boys in her class.

a. Prior to 1974, girls outperformed boys; therefore, Deborah's mother probably outscored the boys in her class.

b. Beginning in 1974, sex differences in verbal skills disappeared; therefore, Deborah probably did not outperform most of the boys in her class.

d. The observed disappearance of sex differences in verbal ability suggests that Deborah probably did not outperform the boys in her class.

3. b. In congenital adrenal hyperplasia, excess androgens are produced by a malfunctioning adrenocortical gland. The increased level of androgens masculinizes the genitals and is correlated with increased rough-and-tumble play.

a. Although androgyny refers to personality characteristics associated with both sexes, androgyny is not a result of the hormonal influences suggested by Camille's masculinized genitals.

c. Sex segregation describes a phenomenon in which individuals cluster into same-sex groups.

d. Camille's gender was not reversed; she is still a female, although with greater than usual masculine characteristics.

4. c. Animal studies and observations of children with congenital adrenal hyperplasia show that androgens increase aggressive behavior such as rough-and-tumble play.

a. The level of androgens present depends on the chromosomal pattern inherited; hormonal influences cannot alter chromosomal patterns.

b. Androgens are masculinizing hormones; they cannot produce female genitalia.

d. Estrogen does not cause the development of female genitalia; it is the lack of androgens that permits their development.

5. a. According to the lateralization hypothesis, girls have greater verbal skills and lower visual-spatial skills because on average, their brains mature more quickly than those of boys. If rate of maturity is the important factor, the faster-maturing brains in either sex should produce greater verbal abilities and poorer visual-spatial skills.

b. This statement is true, but it is not relevant to the brain lateralization hypothesis, which emphasizes biological sex differences rather than social differences.

c. This statement is true, but it is not relevant to the brain lateralization hypothesis.

d. This statement is true, but it is not clear what role the level of hormones plays in the brain lateralization hypothesis.

6. a. Clearly, Calida does not understand that gender does not change over time; thus, she lacks gender stability.

b. Calida appears to understand that one can be either a boy or a girl; therefore, she has gender identity.

c. Gender-typical behavior is behavior that is usually associated with one sex. Gender-role behaviors are not described in the question.

d. Gender awareness is not a term introduced in the text; nevertheless, Calida certainly is aware of gender.

7. d. Jake has developed a gender schema that helps him decide what is appropriate behavior for a boy and what is appropriate behavior for a girl.

a. Jake is not displaying androgynous behavior by refusing to engage in a "girl's" activity.

b. Because Jake refuses to take part in behavior that is usually seen as feminine, he is resisting cross-gender behavior.

c. Jake is displaying gender-typical behavior and refusing to engage in gender-atypical behavior.

8. d. Children who have acquired gender scripts for events that have repeatedly occurred in their own lives are able to remember more about their own gender than about the opposite sex.

a. The consequences of the emergence of a gender script for mathematical abilities have not been studied. However, since differences between boys and girls are small, there is little reason to believe that because he is male, he will do better on mathematical tests.

b. The consequences of the emergence of a gender script for mathematical abilities have not been studied. However, girls have generally not outperformed boys in this area, so there is little reason to believe that the acquisition of a gender script will have any bearing on mathematical skills.

c. Just the opposite occurs. Children who have acquired gender scripts for events that have repeatedly occurred in their own lives are able to remember more about their own gender than about the opposite sex.

9. a. Studies show that maternal employment facilitates flexibility in children's conception of gender roles; therefore, Sarula is more likely to exhibit flexibility.

b. Because Dotty's mother does not work outside the home and Sarula's mother does, Sarula is more likely to exhibit flexibility.

c. Because maternal employment is associated with greater flexibility concerning gender-role development, Sarula is more likely to show greater flexibility.

d. Because maternal employment is associated with greater flexibility, Sarula is more likely to show more flexible views about gender-role development.

10. d. Boys are more likely to be punished by their peers for sex-atypical play; therefore, Allen is more likely to be punished than Lizzy is.

a. Although there are sex differences in peer influences, peers generally have a strong influence on children's adoption of sex-typed behaviors. It would be surprising if Allen's and Lizzy's friends were indifferent.

b. Boys are more likely to be punished by their peers for sex-atypical play; therefore, Allen will probably be punished, but not Lizzy.

c. Boys are more likely to be punished by their peers for sex-atypical play; therefore, Lizzy is less likely to be punished than Allen is.

11. b. Since boys tend to be more likely to volunteer, teachers should call on those who do not volunteer to ensure that girls participate as much as boys.

a. Lessons should encourage counterexamples, not stereotypes, as a way to encourage students to appreciate the roles both males and females can play in society.

c. Efforts to increase cooperative cross-sex play, not sex segregation, promote gender equity.

d. Boys tend to respond more rapidly than girls. To promote gender equity, teachers should allow sufficient time to permit both boys and girls to formulate answers.

12. d. Bem called people with high levels of masculine and feminine behaviors androgynous.

a. Androgyny is not associated with an individual's physical characteristics.

b. Androgynous individuals display a high degree of behaviors of both sexes, not only those of the opposite sex.

c. Androgynous individuals display a high degree of behaviors of both sexes.

13. c. The relational approach stresses how female development is unique and different from male development.

a. The blend of masculine and feminine traits is more consistent with androgyny than with the relational view.

b. The relational view is not a biological theory and thus does not emphasize the hormonal mediation of behavior.

d. The relational view emphasizes the differences between males and females.

14. c. A decrease in flexible thinking about gender stereotypes, or gender intensification occurs in early adolescence.

a. Although preschoolers can be rigid in their thinking about gender stereotypes, the question specifically states that Lisa used to be more flexible, thereby eliminating preschoolers as an option.

b. Elementary school children gradually become more flexible in their thinking about what is appropriate behavior for males and females.

d. Gender intensification decreases in older adolescents.

15. b. Gender schema theory predicts that children are most likely to pay attention to same-sex models who are engaging in gender appropriate behavior (sex typicality).

a. Although the model is masculine in this choice, he is engaging in gender inappropriate behavior.

c. John is less likely to pay attention to a girl than a boy, even if the girl is engaging in behavior that is appropriate for boys.

d John is less likely to pay attention to a girl compared to a boy.

16. a. A recent meta-analytic study of the effects of parents' socialization of girls and boys suggests that the only socialization area that showed significant effects of parental encouragement was for sex-typed behaviors, such as toy selection.

b. Achievement expectation is not as influenced by parental encouragement than was previously thought.

c. Aggression is not as influenced by parental encouragement than was previously thought.

d. Dependency (which could include assertiveness) is not as influenced by parental encouragement than was previously thought.

17. b. Adolescent girls are the most likely to underestimate their academic achievements, and are most likely to attribute their accomplishments to luck, rather than skill.

a. Boys and girls in elementary school are similar in their evaluations of their academic abilities.

c. Adolescent boys are likely to overestimate their academic competence.

d. Boys and girls in elementary school are similar in their evaluations of their academic abilities.

18. d. Androgyny, according to Sandra Bem, is the co-existence of both masculine and feminine characteristics.

a. Gender identity disorder only occurs when a child is unhappy or distressed by their preference for opposite behavior. Having both masculine and feminine traits would not indicate a child had this disorder.

b. Gender constancy is the knowledge that one's biological sex does not change as a result of alterations in appearance or desires.

c. Gender role development is the process by which a child comes to understand which behaviors are characteristic for their gender in their society.