Gender Schema Theory Essay Example for Free

Gender Schema Theory Essay Martin and Halverson suggested an alternative to the cognitive-developmental approach proposed by Kohlberg and called it the gender schema theory. In Kohlberg’s theory, children must reach gender consistency before they are able to begin imitating the behaviour of same sex role models. In gender schema theory the early gender identity acquired at about the age of three is the starting point to which children will then begin to look for schemas, schemas are packages of organised clutters of information about gender-appropriate behaviour and children learn these schemas by interacting with people, such as learning which toys to play with, which clothes to wear etc. and these help children to make sense of the world around them and help children to organise their experiences and process new information and also to help self-evaluate themselves, this is to help them feel good about themselves. Support for the gender schema theory was conducted by Martin et al 1995 who showed toys to children aged four to five. Children were informed, before choosing a toy to play with that it was either a girls toy or a boys toy, they were then asked whether they and other boys or girls would like to play with the toys. They found that if a toy, such as a magnet, was given the label of being a boys toy then only boys would play with it. However if boys were told that it was a girl toy then they didn’t want to play with it. Similarly girls would not play with toys labelled for boys. The label given at the start consistently affected the children’s toy preference. It is an important finding in that it highlights the labelling and the categorisation of objects that children are subjected to from a young age, and how their toys can be labelled in the same way as appropriate gender behaviour. A limitation of this research is that an observation of the children and although it has high ecological validity as it is in a real life setting, the children may have shown demand characteristics as the toys were stereotyped for their gender it is questionable if they had guessed the aim of the research and the results may have been due to the children trying to please the researcher as they may have thought they would get punished for choosing the wrong gendered toy to play with and how much of the children’s choice was due to free-will. It was also done in a controlled environment which means that the findings cannot be generalised outside of the research setting. Bauer 1993 wanted to investigate this further and set out to study the way in which children call upon gender schemas when processing information. Pre-school-age and older children have been found to process gender consistent and gender inconsistent information differently so Bauer wanted to see if this was the case in very young children as well. Bauer devised a way to test girls and boys as young as twenty-five months of age. Children observed the experimenter carry out short sequences of stereotypically female, male or gender neutral activities, for example, changing a nappy, shaving a teddy bear or going on a treasure hunt. She tested children by ‘elicited imitation’ both immediately after and 24 hours later to see if they would copy what they had seen. Bauer found that girls showed equivalent quality of recall for all three types of sequence, boys on the other hand showed superior recall of male stereotyped activities, meaning they would not imitate any female behaviour and their recall for gender neutral activities was the same as for male stereotyped activities. These results indicate that boys more than girls tend to make use of gender schemas by the age of twenty-five months and boys appear to remember more accurately event sequences consistent with their own gender, whereas girls show no difference in recall of gender consistent and gender inconsistent information. A limitation of this research is that it could be due to boys being more likely to be penalised by their parents, especially their fathers for carrying out female stereotyped activities, so the children may have played with the male stereotyped toys even if they wanted to play with the other female stereotyped toys. The findings may also be down to that Bauer, who modelled the sequences, is female and the boys may have felt uncomfortable in copying her behaviour. Gender schema theory is parsimonious as it tries to explain gender through cognitive development and does not take into consideration biological gender differences, such as chromosomes, genes or hormones. It is also alpha-bias as it exaggerates the differences between men and women.

Sartys Transformation in William Faulkners Barn Burning Essay

Sarty's Transformation in William Faulkner's Barn Burning   Ã‚   In William Faulkner's story, "Barn Burning", we find a young man who struggles with the relationship he has with his father and his own conscience.   We see Sarty, the young man, develop into an adult while dealing with the many crude actions and ways of Abner, his father.   We see Sarty as a puzzled youth that faces the questions of faithfulness to his father or faithfulness to himself and the society he lives in.   His struggle dealing with the reactions that are caused by his father's action result in him thinking more for himself as the story progresses.   Ã‚  Ã‚   The first instance in which we can see a transition from childhood to adulthood in Sarty's life is in the way he compliments his father.   Sarty admires his father very much and wishes that things could change for the better throughout the story.   At the beginning of the story he speaks of how his fathers "wolf-like independence" causes his family to depend on almost no one (Faulkner 155).   He believes that they live on their own because of his fathers drive for survival.   When Sarty mentions the way his father commands his sisters to clean a rug with force "though never raising his voice" it shows how he sees his father as strict, but not overly demanding (Faulkner 159).   He seems to begin to feel dissent towards his father for the way he exercises his authority in the household.   As we near the end of the story, Sarty's compliments become sparse and have a different tone surrounding them. After running from the burning barn, he spoke of his dad in an a lmost heroic sense.   He wanted everyone to remember his dad as a brave man, "he was in the war" and should be known for it, not burning barns (Faulkner 154)... ...r from a person of innocence into a person with a conscience in Sarty. Faulkner gradually develops Sarty into a man of his own deeds throughout the story.   Sarty has to finally realize that blood is not always thicker than water.   Faulkner's story symbolizes the way in which society works today.   If one individual is doing wrong, you must overlook the relationship you have with him and look at the wrong deeds he is doing.   If you happen to face your fears and set strait the wrong, in the end, the good will always prevail. Works Cited Faulkner, William. "Barn Burning". Literature, Compact Edition. Edgar V. Roberts, Henry E. Jacobs. New Jersy: Prentice-Hall, 1990. 154-167. Ford, Marilyn Claire. "Narrative Legerdenain: Evoking Sarty's Future in 'Barn Burning.'" Mississippi Quarterly, Summer 98, Issue 3: 51. Academic Search Elite. GALILEO. 25 Sept. 2000.

Friend Vs Family Member Essay

Everyone dreams to have a dear companion. Some find the companionship with the family members. Some find it with friends. There are needs and wants that only a family member or a friend could give. For example, you are in need money or other material things, your family will be the first ones to provide it for you. In addition to that , your family is in charge in the preparation of your meal,household management and the like. When you need someone to talk to and your parents are busy working and your brothers and sisters are busy with studying or doing other things, it is a friend that you should call. Friends, outside of family bonds, can be our greatest comfort and allies. When it comes to keeping a secret, it is the job of a friend. Friends accept us for who we are. They listen when we need someone to talk to. They share the same interest and they are not afraid to tell what’s on their mind. Most of the times, we cannot share the secret to the other members of the family because they might react negatively on that matter. It is best to keep it with friends. Friends help us to adjust in a different environment just like in school. According to a study done by Buote, results indicated a significant positive relation between quality of new friendships and adjustment to university; this association was stronger for students living in residence than for those commuting to university. The interview data provided insight into the processes through which the relation between quality of new friendships and adjustment occurs. Results are discussed in terms of the importance of new friendships in helping individuals to adjust to a new social environment. Friends may also help you live longer than your family. According to the Journal of Epidemiology and Community Health, researchers suspect that friends may influence people to engage in more healthy behavior, such as not smoking or not drinking too much; friends may also help boost people’s self-esteem. Close friends may get the â€Å"longevity nod† because they are islands of love outside of the bickering, resentments and subtle abuses that occur all too often within many families. On the other hand,there are characteristics that only a family member can do and have. A person is connected to a family member through blood and relation. Accidents may happen and a donor closest to your preferences are your family. You could also solve a family problem like being scolded by constantly communicating with your family. Through communication we can correct bad behavior and internalize rules of good behavior within the family. By the time we are born, our family is with us. Our parents and the other family members guide us through our helplessness as a baby and continuously provides things and advices so that we will be resilient when we reach adulthood. Sometimes, a person can be a family member and a friend to someone. For example,our brothers or sisters often are our most intimate friends. You grew in the same environment , share the same sentiments and interests and you rely on each other when big challenges come. Friends and family members help in the formation of the character of an individual. We are introduced and acquainted with values from our family members and we experience it, learn it and acquire it with friends. According to psychoanalysts,Miss Neumann and Dr. Myerson , in the personality development of the child, the family is perhaps the most important shaping influence. It is of course only one element of the social heritage, only one of a number of groups that influence the child; the school and the play groups are also very important. But the family is first in point of time and, during the more plastic and impressionable ears of child life, provides almost the only stimulations and patterns to which he is exposed. Understanding the importance of the strength of family, and strong relationships, can be a critical tool for youth as they emerge as a good citizen through some of the most influential years of their lives. When the children receive support and understanding from the family members, it will help a lot in his character formation. Moreover,the need for friends continued as they we grew into teenagers and began to find our own identities. Friends were a big part of forming our personalities and supporting who we had become. We cannot choose the members of the family. They are with us when we have nothing and continues to give us everything. Sometimes, we just don’t see their sacrifices for us. We can definitely choose our friends, they are our mirrors. We can determine whom is more important not on being here all the time but who is present when fate decrees your crises. Will your friends stay with you? Or your family? They are put to a test and only you can decide who wins your heart. Works Cited Buote, Vanessa et al. â€Å"The Importance of Friends: Friendship and Adjustment Among 1st- Year University Students†. Journal of Adolescent Research. 2007; 22: 665-689. Cochran, M. , ed. Personal Social Networks as a Focus of Support. In D. O. Unger and D. R. Powell, eds. , Families as Nurturing Systems: Support across a Lifespan. Binghampton, N. Y. :The Haworth Press. 1991. 45-67. Mercola, Joseph. â€Å"Friends May Help You Live Longer Than Family†. Journal of Epidemiology and Community Health. July 2005; 59(7):574-9. Radun, Lori. â€Å"Importance of Family Rules in Developing Child Self Esteem†. < http://ezinearticles. com/> Runner, Jessie R. The Family: Source Materials for the Study of Family and Personality. New York:McGraw-Hill,1931. 73.

Lehigh University Acceptance Rate, SAT/ACT Scores

Lehigh University is a private research university with an acceptance rate of 22%. Located in Bethlehem, Pennsylvania, Lehigh University is comprised of three contiguous campuses totally 1,600 acres. Lehigh offers over 100 undergraduate degree programs with engineering and business majors among the most popular. The university boasts an impressive 9-to-1  student/faculty ratio with an average class size of 29 students. In athletics, the NCAA Division I Lehigh Mountain Hawks compete in the  Patriot League. For its strengths in the arts and sciences, Lehigh earned a chapter of the prestigious Phi Beta Kappa academic honor society. The university ranks among the top Pennsylvania colleges and top Middle Atlantic colleges. Considering applying to this highly selective school? Here are the Lehigh University admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Lehigh University had an acceptance rate of 22%. This means that for every 100 students who applied, 22 were admitted, making Lehighs admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 15,622 Percent Admitted 22% Percent Admitted Who Enrolled (Yield) 37% SAT Scores and Requirements Lehigh University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 620 690 Math 650 760 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Lehighs admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Lehigh University scored between 620 and 690, while 25% scored below 620 and 25% scored above 690. On the math section, 50% of admitted students scored between 650 and 760, while 25% scored below 650 and 25% scored above 760. Applicants with a composite SAT score of 1450 or higher will have particularly competitive chances at Lehigh University. Requirements Lehigh University recommends, but does not require, the SAT writing section. While also not required, SAT Subject test scores will be used for placement if submitted. Note that Lehigh participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Lehigh University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 37% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 29 34 Math 27 32 Composite 29 33 This admissions data tells us that most of Lehighs admitted students fall within the top 9% nationally on the ACT. The middle 50% of students admitted to Lehigh University received a composite ACT score between 29 and 33, while 25% scored above 33 and 25% scored below 29. Requirements Lehigh University recommends, but does not require, the ACT writing section. Unlike many universities, Lehigh superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA Lehigh University does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Lehigh University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Lehigh University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Lehigh University has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Lehigh has  a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and Lehigh writing supplement and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Note that Lehigh University does consider demonstrated interest in admissions decisions. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages of A- or higher, combined SAT scores of 1250 or above (ERWM), and ACT composite scores of 27 or better. Applicants with grades and scores above these lower ranges will have stronger chances of being accepted. All admissions data has been sourced from the National Center for Education Statistics and Lehigh Universitys Undergraduate Admissions Office.