Describe any early memories you have regarding how you “learned” about gender and/or what it meant to be a boy or a girl.

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There are several perspectives on how humans develop gender. Older perspectives that emphasized biological differences between males and females have given way to newer perspectives that account for the roles of both biology (e.g., hormones) and environment. When psychologists refer to the environment, they mean the social factors or socialization agents such as peers, family, school, and media, through which a person comes to understand and develop a gender identity. Although many perspectives are in agreement that socialization agents influence gender development, they differ in their conceptualizations of how, why, and to what degree this occurs.

These perspectives have been studied and formulated into theories. Freud led the way with psychoanalytic theories of gender development, suggesting early unconscious drives were the foundation of gender development. Social learning theories are founded in reinforcement and observational models suggesting that gender development is learned. Cognitive development theories suggest that gender differences develop by observation of gender consistencies, gender schemata, or gender scripts within a culture. Whatever the theory, gender roles differ in different cultures.

In this Assignment, you will analyze the gender development of an individual through the lenses of two gender development theories. You will also evaluate the relative strengths and weaknesses of the two theories in explaining the individual’s development.

To prepare

· Consider the key socialization agents (culture, family, school, peers, media, or other societal influences) that influence gender development.

· Consider the theories presented in the Learning Resources (biosocial theories, psychoanalytic theories, social learning theory, and gender-schema theory) and select two to use for this Assignment.

· Interview an individual you know or complete a self-analysis regarding the key socialization agents (influences) in this person’s or your life regarding gender development. Use the questions in the document “Gender Analysis Questions” in this week’s Learning Resources to guide your interview or self-analysis.

Write a 2- to 3-page paper in which you do the following:

· Briefly introduce the individual you interviewed (or yourself), including the person’s gender identity.

· Summarize the key gender development socialization agents for this individual.

· Identify the two theories you selected, and briefly summarize how each would explain the individual’s gender development.

· Explain the relative strengths and weaknesses of each theory in explaining the gender development of the individual.

Please write as if you are being interviewed by someone.

Some readings that may help in writing paper.

Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.

  • Chapter 5, “Sex-Related Comparisons: Theory”      (pp. 161–217)

Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373–398. doi:10.1146/annurev-psych-010213-11505

DPSY 6218/8218:

Gender and Human Development Gender Analysis Questions

1. Please describe how you would define your gender (e.g., male, female, androgynous, variable).

2. Do you feel that your sense of gender has remained stable throughout your life, or has it changed? If so, how?

3. Describe any early memories you have regarding how you “learned” about gender and/or what it meant to be a boy or a girl.

4. What are some of the key things that you believe influenced your own sense of gender (e.g., parents, peers, school, media)?

5. Have you ever experienced negative reactions to how you express your gender? If so, please describe.

Read the abstract below and then the example paraphrases below.  Decide whether each one is plagiarism or not and state your reasoning.

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Read the abstract below and then the example paraphrases below.  Decide whether each one is plagiarism or not and state your reasoning. As you respond, identify each example (e.g., Example 1, 2, 3, 4, or 5) and then type what, if anything, you think is wrong with respective example.  Be sure to think through appropriate use of paraphrasing, quoting and use of in-text citations as you respond to each example.  You do not have to include the examples as written below as you post your response.

Lesch, M.  F., & Hancock, P.  A.  (2004).  Driving performance during concurrent cell-phone use: Are drivers aware of their performance decrements? Accident Analysis & Prevention, 36, 471-480.

Prior research has documented the manner in which a variety of driving performance measures are impacted by concurrent cell-phone use as well as the influence of age and gender of the driver.  This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task.  While high confidence ratings appeared to be predictive of better driving performance for male drivers (as confidence increased, the size of the distraction effects decreased), this relationship did not hold for females; in fact, for older females, as confidence increased, performance decreased.  Additionally, when drivers were matched in terms of confidence level, brake responses of older females were slowed to a much greater extent (0.38 s) than were brake responses of any other group (0.10s for younger males and females and 0.07 s for older males).  Finally, females also rated the driving task as less demanding than males, even though their performance was more greatly affected by distraction.  These results suggest that many drivers may not be aware of their decreased performance while using cell-phones and that it may be particularly important to target educational campaigns on driver distraction towards female drivers for whom there tended to be a greater discrepancy between driver perceptions and actual performance.

Example 1:

This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 2:

“This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task” (Lesch & Hancock, 2004, p.  471).

What, if anything, is wrong?

Example 3:

This current study looked at associated performance decrements for different driver groups.  The drivers’ actual driving performance in the presence of a cell-phone task was compared with their confidence in dealing with distractors while driving and their ratings of task performance and demand (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 4:

This study examined how different driver groups were aware of their associated performance decrements.  The actual driving performance with the presence of a cell-phone task was looked at in comparison to the drivers’ confidence rating in dealing with distractors (Lesch & Hancock, 2004).

What, if anything, is wrong?

Example 5:

This study examined how aware people were of their driving performance both with and without the added distraction of a cell phone (Lesch & Hancock, 2004).   The researchers also looked at if age or gender had any impact on driving performance.   Men, of all ages, who were more confident in their ability to deal with distraction were found to be better drivers.   Inversely, older women who said they were confident in dealing with distraction were actually less competent drivers.  The researchers compared the reaction times for drivers with the same confidence ratings and found that older women had the slowest brake times compared to any other group.  Women also thought that the test was easier than men did.   The results tell us that the use of a cell phone while driving may be more distracting than people realize.

What, if anything, is wrong?

Create a short dialogue of what you would say to Manny to help him to identify his real problem.

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Your active participation in Discussion Boards is critical to the development of your understanding of the main concepts studied in this unit. Further, posting detailed responses allows your professor to guide your thinking and your classmates to respond to your ideas. Please participate as early in the week as possible, and be sure to share your thoughts and ideas as often as you can throughout the unit.

Respond to the Discussion topic below. Your original response should be at least 350 words and should reflect the fact that you have completed the assigned Readings for the week. Remember, this is your chance to illustrate not only your understanding, but also your mastery of the materials for the unit. Use your words wisely so the posting has substance and includes examples and explanations. Limit the use of direct quotes, and do your best to critically evaluate and synthesize the literature in your own words wherever possible. Make sure to include in-text citations and a reference list as appropriate.

In this unit’s Discussions, you will work to integrate developmental theory to practice by exploring typical adolescent development and the issues faced by them.

Discussion Topic

Read the scenario below and use your understanding of adolescent social, cultural, and cognitive development to respond to the questions. Try to evaluate the main problem in the scenario and then use any of the theories or concepts from your Reading to support your response. Be sure you have read the article by Dahl before responding to this Discussion Board.

Scenario: Manny

You work as a psychologist in a substance abuse agency and treat adolescents who are alcoholics. Your new client, Manny, is a 14-year-old Hispanic male who lives with his grandmother in a two-room apartment in a poor section of the city. He is physically small for his age and seems to struggle with academic skills (he is functionally illiterate according to the intake assessor). When asked why he drinks, he simply looks at his shoes and shrugs. In fact, he really does not provide much information about anything, which you know is typical of most adolescents. You have noticed that he does become animated when you ask about his grandmother, music, and cars. He was arrested for public drunkenness and assigned to your outpatient treatment program as part of his rehabilitation.

In this session, he finally tells you more about himself and his troubles. He tells you that he has not attended his classes at the high school (he is a freshman) in over 2 weeks. Now, he is afraid to return because he thinks that he will be in trouble and that they may not allow him to return. He says that he realizes that getting an education will help him to leave his neighborhood someday for a better life. He wants to know what to do.

  1. Given what you know about adolescent development, assess Manny’s main problems. Predict which of the problems might worsen without proper intervention and support your ideas using the concepts/theories from your Readings.

Create a short dialogue of what you would say to Manny to help him to identify his real problem. Then, guide him towards understanding what the real problem for him is, focusing on how his biological development might be interfering with his social development

What were the most important new ideas you encountered and how did they change your understanding of this course?

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“Prisons and Jails”

Incarceration has become the preferred method of punishment for serious offenders. Felony convicts are sentenced to prisons. Misdemeanor defendants found guilty are confined to jails. All confinement facilities must deal with the issues of inmate classification and security levels, with detailed systems in place at larger facilities.

Read Chapter 14: “Prison Life”

This chapter describes the realities of prison life today, including prisoner lifestyles, prison subcultures, sexuality in prison, prison violence, and prisoners’ rights and grievance procedures. It will discuss both the inmate world and the staff world. A separate section on women in prison details the social structure of women’s prisons, daily life in these facilities, and the various types of female inmates. The chapter begins with a brief overview of early research on prison life.

View the Chapter 13 PowerPoint Summary

View the Chapter 14 PowerPoint Summary

 

  • Unit 10 Discussion Topic 1Discussion TopicTask: Reply to this topicDiscussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.
    Discussion Topic 1: Prison Capacity
    Prison officials describe prison capacity in three distinct fashions: (1) rated capacity, (2) operational capacity and (3) design capacity. To ensure you achieve full credit and meet the learning objectives of the unit, please summarize all three of these terms using research. Then, discuss how to reduce prison overcrowding and explain why your idea would be successful, using research to substantiate your opinion. Cite your sources using APA formatting.
  • Unit 10 Discussion Topic 2Discussion TopicTask: Reply to this topicDiscussion Topic 2: Reflection
    As you complete your work in this course, reflect on the outcomes and your personal goals for the course. This is the time for you to determine what areas of criminal law interest you and why. This is not intended to be a mere recap of the course. The emphasis here is what you have personally learned and how it will affect your professional goals. Discussing what you have learned during the term will not only help you better process the information, but will help you enhance each other’s learning experience. Please reflect on the previous units and post a brief essay that addresses the following questions.
    Reflection:

    • What prior knowledge did you bring to this course?
    • What were the most important new ideas you encountered and how did they change your understanding of this course?
    • Did you meet the outcomes in your work on this course? Is there any outcome with which you still need support or assistance?
    • What have you learned from your discussions and collaborations with your fellow students?
    • In what specific ways can you use the knowledge you have gained in this course in your chosen profession? What are your strengths and opportunities for growth in this area?
    • What questions or concerns do you have about what you have studied?
    • What areas of the subject would you like to continue to explore, and why?

 

  • Unit 10 Discussion Topic 1Discussion TopicTask: Reply to this topicDiscussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.
    Discussion Topic 1: Prison Capacity
    Prison officials describe prison capacity in three distinct fashions: (1) rated capacity, (2) operational capacity and (3) design capacity. To ensure you achieve full credit and meet the learning objectives of the unit, please summarize all three of these terms using research. Then, discuss how to reduce prison overcrowding and explain why your idea would be successful, using research to substantiate your opinion. Cite your sources using APA formatting.

response to samatha:

Rated Capacity means the number of offenders/bodies that a facility can hold at one time due to the number of beds. The officers do a daily count to see what the housing number is at to not only account for all inmates, but to know when they are getting close to maximum capacity.

Operational Capacity is the actual number that the jail can safely hold/house without going over capacity and without compromising inmate or deputy safety.

Design Capacity is the design or format of the jail and how it is arranged. It also gives tells the number of offenders it can hold with still being in code.

In order to ease the overcrowding of jails, low crime offenders should be either given probation depending on their background or can be placed on an electronic monitoring system type sentence. That way they can still attend and maintain a job, counseling, and have family support. I also strongly agree with the work release program that allows offenders that have committed non violent CM’s to be released for work and report back for night time. Placing someone in jail to serve time for minor traffic violations or CM’s just adds more bodies and takes up the room that is needed for violent offenders.

response to resha:

Prison capacity is described in three different functions. The first being Rated Capacity. Rated Capacity is the number of inmates that a prison would be able to handle according to the judgment of experts. (Schmalleger, 2017). The second is Operational Capacity. Operational Capacity is the number of inmates that a prison would be able to effectively accommodate based on management considerations. (Schmalleger, 2017). Tthe last one is Design Capacity. Design Capacity is the number of inmates a prison was supposed to be able to hold when it was built. (Schmalleger, 2017).

Prison overcrowding is one of the biggest issues in prisons today. There are 219,000 inmates in federal prisons compared to the 25,000 in 1980. About half are drug offenses. (Knafo,2013). I personally do not feel that drug offenders should be given so much time. I am also not suggesting that they should not be held responsible for the decision that they have made but I’ve seen a murderer get 12 years and personally know drug offenders that have gotten 20 plus years. It is crazy to me. I think drug offenders should serve less time for their sentences and that would free up plenty space and reduce some of the overcrowding. If they were to send 20 percent fewer drug offenders to prison, the federal government would save $1.29 billion and prisons would save 125,000 bed years. (A bed year is a year worth of prison time from one person. (knafo,2013).

References:

Schmalleger, F. (2017). Criminal Justice Today: An Introductory Text for the 21st

Century. Retrieved  from https://purdueuniversityglobal.vitalsource.com/#/books/9780134145648?context_token=ed8bb190-4111-0136-8fe4-0a580a5428f7

Knafo, S. (2013, November 08). 10 Ways To Reduce Prison Overcrowding And Save Taxpayers Millions. Retrieved from

https://www.huffingtonpost.com/2013/11/08/prison-overcrowding_n_4235691.html

Unit 10 Discussion Topic 2Discussion TopicTask: Reply to this topicDiscussion Topic 2: Reflection
As you complete your work in this course, reflect on the outcomes and your personal goals for the course. This is the time for you to determine what areas of criminal law interest you and why. This is not intended to be a mere recap of the course. The emphasis here is what you have personally learned and how it will affect your professional goals. Discussing what you have learned during the term will not only help you better process the information, but will help you enhance each other’s learning experience. Please reflect on the previous units and post a brief essay that addresses the following questions.
Reflection:

  • What prior knowledge did you bring to this course?
  • What were the most important new ideas you encountered and how did they change your understanding of this course?
  • Did you meet the outcomes in your work on this course? Is there any outcome with which you still need support or assistance?
  • What have you learned from your discussions and collaborations with your fellow students?
  • In what specific ways can you use the knowledge you have gained in this course in your chosen profession? What are your strengths and opportunities for growth in this area?
  • What questions or concerns do you have about what you have studied?
  • What areas of the subject would you like to continue to explore, and why?
  • response to courtney: Hey everyone. When I came into class I knew some about criminal justice from having law enforcement friends and doing my own kind of research and now I feel so much more educated on this subject! I have been wanting to be a police officer and now after learning so much about the court system and legal terms, I am thinking about taking my career into possibly another direction by going to work in the courts. I learned a lot from the interesting assignments we did as well as our discussions, it was really good to see people taking in the same information I was and seeing it in someone else’s opinion. I think over all I did pretty good with keeping up with the deadlines but now I see that sometimes I should start a little sooner, but as most of y’all, working a full time job with two children is hard so I always felt like I was rushing things. I enjoyed this class so much and I am sad it’s over, maybe I will see you all in another class! Thanks for all the support and help!
  • response to stephanie:

The only prior knowledge that I had before taken this course was based on my personal interaction with police officers and the criminal justice system. I have developed a new positive outlook on law enforcement and our justice system. I think the most important new idea that I encountered would have to be everything regarding my civil rights. Before this class, I did not know much about the rights I have and I think everyone should be educated on them. I believe that I met most of the outcome in my work on this course.

The interaction between my classmates during the discussions has given me a better understanding of the criminal justice system, especially the elements of search and seizure. In the psychology profession, I can use information I learned from this class to help individuals that are involved with the criminal justice system. I really would like to continue to explore punishments provided by the courts, specifically the death penalty.