EDUC 606 EXAM REVIEW
QUESTIONS WITH CORRECT
ANSWERS
Gender intensification hypothesis - Answer- There is an increasing concern for gender
appropriate behavior in adolescence but that is also when adolescent thinking becomes
more fluid.
General trends of gender identity development - Answer- -Age 2: Children can label
themselves
-Age 3: Preference for same sex playmates
-Age 4/5: Endorsement of more rigid beliefs, knowledge about gender stereotypes
-Age 6: Increased gender segregated play
-Adolescence: Considering body image, intimate relationships, self concept, friendships,
and sexuality.
genetic predisposition - Answer- How we respond in a particular way to physical and
social environments. Accounts for some of our personality. (Shyness)
high expectations / high warmth (parenting/teaching style) - Answer- authoritative
-emotional warmth
-high standards for behavior
-explains rules and enforces them consistently
-includes students in decision
high expectations / low warmth (parenting/teaching style) - Answer- authoritarian
-rigid rules
-expects obedience without questions
homophily - Answer- tendency of individuals to associate and bond with similar others
Identity commitment - Answer- The clarity and the certainty around what it means to be
a member of that group.
identity exploration - Answer- Learning and investigating what it means to be a part of a
group. Can take place in school and online, can be influenced by cliques and crowds.
inclusive teaching - Answer- deliberately cultivating a learning environment where all
students are treated equitably, have equal access to learning, and feel valued and
supported in their learning
, influence - Answer- friends become more similar to their friends over time
interventions for stereotype threat - Answer- -positive role models and representation
-promote intergroup relations (IGR)
-sense of belonging
-high expectations
low expectations / high warmth (parenting/teaching style) - Answer- permissive
-caring, may emphasize child's self-esteem development
-friend-like relationship
-often the "cool teacher"
low expectations / low warmth (parenting/teaching style) - Answer- uninvolved
-low control
-neglectful (in extreme cases!)
moratorium (Marcia's Identity Statuses) - Answer- Low commitment, high exploration
("I'm thinking about my possible identities, but haven't committed to one yet")
need for a social network - Answer- social relatedness, the need to have a network of
satisfying relationships in one's life (e.g., peer group)
need for intimacy - Answer- emotional relatedness, desire for close relationships
characterized by open and intimate communication
Neglected (Peer acceptance) - Answer- Neither liked nor disliked, don't call attention to
themselves. Risk in academics due to low social support.
Neuroticism (Big 5) - Answer- Extent to which one is prone to negative emotions (anger,
anxiety, depression). Negatively associated with GPA
objective indicators of SES - Answer- -Family income and material wealth
-Parents' educational attainment
-Parents' vocational prestige
openness to experience (big 5) - Answer- Extent to which one is curious about the world
and receptive to new ideas and experiences. Often positively associated with academic
achievement
peer victimization - Answer- (bullying) repeated negative actions or treatment by a more
powerful person or group against someone who cannot effectively resist
perceived popularity - Answer- ("popular")
-attractive, well-known, desirable
-socially adept and prosocial
-socially manipulative and aggressive
QUESTIONS WITH CORRECT
ANSWERS
Gender intensification hypothesis - Answer- There is an increasing concern for gender
appropriate behavior in adolescence but that is also when adolescent thinking becomes
more fluid.
General trends of gender identity development - Answer- -Age 2: Children can label
themselves
-Age 3: Preference for same sex playmates
-Age 4/5: Endorsement of more rigid beliefs, knowledge about gender stereotypes
-Age 6: Increased gender segregated play
-Adolescence: Considering body image, intimate relationships, self concept, friendships,
and sexuality.
genetic predisposition - Answer- How we respond in a particular way to physical and
social environments. Accounts for some of our personality. (Shyness)
high expectations / high warmth (parenting/teaching style) - Answer- authoritative
-emotional warmth
-high standards for behavior
-explains rules and enforces them consistently
-includes students in decision
high expectations / low warmth (parenting/teaching style) - Answer- authoritarian
-rigid rules
-expects obedience without questions
homophily - Answer- tendency of individuals to associate and bond with similar others
Identity commitment - Answer- The clarity and the certainty around what it means to be
a member of that group.
identity exploration - Answer- Learning and investigating what it means to be a part of a
group. Can take place in school and online, can be influenced by cliques and crowds.
inclusive teaching - Answer- deliberately cultivating a learning environment where all
students are treated equitably, have equal access to learning, and feel valued and
supported in their learning
, influence - Answer- friends become more similar to their friends over time
interventions for stereotype threat - Answer- -positive role models and representation
-promote intergroup relations (IGR)
-sense of belonging
-high expectations
low expectations / high warmth (parenting/teaching style) - Answer- permissive
-caring, may emphasize child's self-esteem development
-friend-like relationship
-often the "cool teacher"
low expectations / low warmth (parenting/teaching style) - Answer- uninvolved
-low control
-neglectful (in extreme cases!)
moratorium (Marcia's Identity Statuses) - Answer- Low commitment, high exploration
("I'm thinking about my possible identities, but haven't committed to one yet")
need for a social network - Answer- social relatedness, the need to have a network of
satisfying relationships in one's life (e.g., peer group)
need for intimacy - Answer- emotional relatedness, desire for close relationships
characterized by open and intimate communication
Neglected (Peer acceptance) - Answer- Neither liked nor disliked, don't call attention to
themselves. Risk in academics due to low social support.
Neuroticism (Big 5) - Answer- Extent to which one is prone to negative emotions (anger,
anxiety, depression). Negatively associated with GPA
objective indicators of SES - Answer- -Family income and material wealth
-Parents' educational attainment
-Parents' vocational prestige
openness to experience (big 5) - Answer- Extent to which one is curious about the world
and receptive to new ideas and experiences. Often positively associated with academic
achievement
peer victimization - Answer- (bullying) repeated negative actions or treatment by a more
powerful person or group against someone who cannot effectively resist
perceived popularity - Answer- ("popular")
-attractive, well-known, desirable
-socially adept and prosocial
-socially manipulative and aggressive
