I have a 10 page paper due next week on Sandra Bem’s Theory. The paper is for my psychology class called Personality.

******************** ******* ******* ***************** NameCourse ***** *** ************** NameDue Date           Sandra ******* ******* *********************** ******* ****** Bem was * ************ best ***** *** his **** ** androgyny *** *** *********** ** *** Bem ******** ********* *** his **** on ****** ****** theory (Gentry ***** ***** ***** Gender ****** ****** ** * **************** theory **** examines how ******* **** **** ******** **** ** ***** age *** *** ****** ** **** gendering on ************ ********* *** ******** ********** ********** their ***** (Starr ***** Zurbriggen ***** ********* ** this ****** ******* ******* concepts *** theories ***** **** ** means ** ** masculine ** feminine ** * ***** age **** then use ***** ******* ** ********** *********** **** ********* and ******** ************************ *********** see that ****** *** ****** the world and regulate conduct based ** ****** ** contrast gender-aschematic individuals **** ****** ** * **** *********** ******** and ***** *** less ****** ** ******** *********** ** ***** ** ******** ******** based ** gender *** ********* *** ** ******* and ********* *** ******* ***** *** ******** gender ********** (Holt ***** ***** ***** *** *********** **** *********** *** ********** are ******** creations **** ***** ** ******** **** ********* ** ****** ********** (Starr & Zurbriggen **** ******** ********** **** established that ******* **** a gender ****** *** **** ********* to ********** information including *********** ***** ************* ********* ********** results **** ********* ********* ********** ** the ****** dichotomy’s ********** ************ ******* ***** ***** ***** ******* **** ********* ******* different tasks ** *** two ***** all ********* ****** ***** ** adults ***** ** ***** *** *** ********** **** ********** throughout ***** children’s ************* ***** ***** ***** ***** **** *** ***** are supposed ** **** ******** specific ********* * gendered **** *** *********** *************** **** *********** them ** ********* or feminine ************ ** ******* by their ********** ******** ************* development theories attempt ** ******* *** ******* children ******* the ********* ********** ************** ********** emphasizes *** ******** ****** ** ******** identifying **** same-sex ******************* ****** ******** ****** ********** *** ******** ********** *** *********** ********** **** ********** ******** ******** *** *** ********* ******** opportunities ******** ** *********** *** imitation ****** & Zurbriggen 2017) ********** *********** *** ********* *** ****** by *** cognitive ********* * ******* ** ************ ** **** ** an ************ ********* indicating * readiness to **** out *** ********* incoming data in schema-relevant terms Individuals *** have * *********** *********** ** ******* *********** ** ***** ** * certain ****** **** ** **** ** ****** ********** schema *********** ************ *********** **** ** ********** ** *************** dimensions individuals should ** ******** to ************ ***** the **** dimensions **** ***** *** ****** ********** ********** *** action should **** reflect *** ****** **** selectively ****** schema ***** ****** **** all *** **** *************** **** **** ****** ****** ********** from * generalized willingness ** process the *********** ***** ** sex-related associations that ******** *** ****** schema ******** ** ** ***** The ******** objective ** to ******* insight **** how ***** childhood ****** *************** ** ****** influence ********** ********* ********** ****** ********** impression creation *** ********** *********** characteristics ****** **** ****** ****** can ** **** ********* by *** *** *** **** ********* ****** which ******** ***************** of ********** ********** of ****** ***** **** men and ***** ******* this ********* *** to ******** ********** **** *********** ****** and ************* aspects *** *** ****** ***** *** ************ linked *** ** a ****** **** ***** ********* on *** ******* through * ******* ** constant ********** ******** ********* ******** ** ** ***** ******* ********* and ******** ********* ****** ** ** *********** score ****** *********** with *** ********* *** ******** ****** ****** ** ** undifferentiated ***** **** *********** ** ******* ***** ** a lack ** ******* ** ********* ****** ******************** ****** that *** frequently ********** ** ***** sex **** inventory ******* ********** domineering ********* ****** *********** risk-taking *** ********* ******* *********** *************** include ***** ******** ****** ************* ********* to *** needs ** ****** and ************ **** ***** *********** who exhibit less ** ***** characteristics *** deemed **************** *********** who scored ******* ** both ******** *** ********* *************** **** ********** as *********** ********* to ****** ****** psychological ********** ****** * ******* ** ********** ************** or *********** characteristics which *** ******** to ** ************* androgyny ** the ***** **** ************* *********** ****** task-oriented ************ ** ********* ********************* *********** method ** ***** ********* ******* ****** ** * ******* ******** ** any ************* ******* ** ***** functioning Knowledge ***** ** *** considered ********** to ******* *** ** ********** ****** a ********** ******** While ** ** **** **** *********** classify ********** as males ** females *** ******* ** ****** ***** ****** **** their ***** *** ************* ******************* does *** predetermine *** ***** *********** would behave ******* ***** **** ** ******* ****** ********* **** ****** an individual ** option **** ****** prefer to ******* to ****** *********** ***** ****** ****** in opposition ** **** yet ****** adopt * ******* of ************************ ** *** social-cognitive *********** *** ****** of ******** ******** ** ********* ******** ** *************** ********* ****** ****** *** ****** gap ******* & ****** (2004) define observational ******** ** the ************** *** ********** ********* ******* which ********* representations *** ****** into *********** behavioral ****** *************** *** ********** mechanisms describe *** *********** ******** ********** *** ****** ***** behavior ** ******** to ************ social ************ ******* ***** Haley ***** ************** ************ *** *********** arise early ** **** as **** ** *** *** ** ***** *********** start ** discriminate between *** ***** Individuals ******* ** *********** **** *** ********** ********** with ***** ***** at a ***** *** ****** the emergence ** a ***** ** *************** ********* gender-related preferences ***** ** **** ****** identities and ***** ******** standards ** regulate ************** ******** ******* ************ ****** and *************** ****** **** condition experience ****** ****** and ********** ********* *** ****** *** to stereotypical ****** ********* which serves ** an ********* *** ********* of ******** ******** ******* ***** ******** people realize their ****** *********** they rarely act on **** Since *** *********** ***** and *************** ** the feminine *** masculine promote ******************* individuals are ******* ********* ** ****** ** ************* conduct ************ ****** ***** *** ********* ***** as the ******* ********* for ****** *********** and *** *********** of gender-associated ******** ** ********************** *** ******* whether their traits are **** ********* ** ******** ** nature **** ** **** a ******** ******** *** the ********* ***** ******* in ******* ** competence ********** *** variety in ****** ********** and ******** is ****** due ** *** ********** ********* the ******** ******** ********** **** **** *** *** **** ************** ************ beliefs and self-regulatory ********* ******* ***** **** ** because most ****** ************ *** ***** *** ****** ** culture ******* *** ********* *** ******** construct ** ****** ***** *** ************ *** ***** ** ********* ** people **** ****** a ****** ************* ** the ****** ********* of **** genderThis ***** ** education ******* in adopting ********* linked **** **** ********* and feminine characteristics When ********* *** ****** ** ********* ******* ****** ******** *** power ** gendered ********** variability ******** ****** rely ** ****** ********* rather **** ************** regarding ***** ****** identity **** society ******* children ******* ***** *********** *** preferences *** ******** ******* ********* to Bem (1981) ******* has * *********** ****** on the ******** ** *** ****** schema ********* individuals ** be ***** ********* **** their heterosexuality ** *** other **** individuals may **** ** encode *** cross-sex ************ ******** *** *** members ** *** ******** sex sexually attractiveDue to an individual’s ******* ** ******* information ** a gender ****** ********* ******* *** **** likely ** have * *********** *********** ** invoke *** *************** subschema ** ***** ****** ************ (Donnelly ***** Twenge 2017) Additionally ******* ********* individuals are ********* ******* to **** ****** ** *** other ********* ** sexual ************** **** willingness ******** influences ***** ****** ******* *** ************* ******* ***** ******* the ********** ** ****** ** social interactions is based ** **** feminine *** ********* *************** *** incentive *** ****** gender ** ****** in **************** ** ******* influenced ** *** ****** of *** other ******** ************ *** development *** ****** and *********** of personality can ** analyzed ******* the *********** ** ***** *********** and ********** ** adulthood with *********** ****** ****** *************** Children *** born **** particular *************** **** *** ****** ********** by ***** genes personality *** *********** ********* ***** Twenge ***** Children ******* **** ******* potential from ***** ******* *** the ***** also *** *** boundaries for ******** ********* **** ** ***** ********* *** personalities *** influenced ** ********** factors such as ******* **** ****** class and ********* *** **** ******** * ********* *** to ***** ************* ************* *** more their character *** *********** *** ****** eventually influencing ***** gender schemaAs * ***** develops *********** they **** *** ******* ** ***** *** respond to external ******* **** knowledge ** other ******** perspectives ****** * ************ by middle *** *** begin *** ****** *** self-identity ****** adolescence ******* ** ** 2013) Although *********** ****** *** ****** become relatively stable *********** changes *** ** influenced ** **** ****** *** ********** (Petersen ***** **** ***** **** though **** personalities develop ** * ***** *** **** do not ****** *** same ********** adulthood *** ** *** influence ** ************* *********** ** individual personalities depending ** ******** ************ and individual ***** For instance ***** ** a ****** of integrity *** ****** in late **** **** ** affected by ******** ********************* ** ******* children ******* a ****** *** ****** at * very ***** *** *** ** ******* **** complicated ** they **** *** ******** pre-school children **** ************ ************ for ***** ******* *** ***** ***** ******* *** heavily ********** ** gender ***** ********* ***** ****** ***** ******** ********* ******* *********** **** ***** ****** *********** and **** ****** *** organize it **** a ******* of ***** ************ that ***** ***** ***** vision (Petersen ***** **** ***** As * result ******** *** construct ****** ** ********* ********** **** ******* ********* ***** *** ***** *** them ********* them ** organizing *********** *** guiding ***** ********** assessment and ******** ** new informationWhen * *** understands and acts ** the knowledge that their peers ****** to *** **** ****** category ****** ********* *** *** *********** ** certain *********** traits *** ********* ********** with ******** ******* begin Once * youngster *********** that **** **** **** *** ** *** ****** categories **** **** be motivated ** ***** **** about **** ****** ******** *** initial *** **** *********** **** ** ******** resemblance ** ******** ** *** ******** vs ********* *********** ********** **** ****** (Petersen ***** **** ***** ** the ***** hand children ******** knowledge about ************ and ******** ****** *********** based ** ***** ***** about ****** gender ******** **** *********** utilize ***** ****** ******** ** * personal ********* for ********** *** ******* their ******** ***** ******** **** ****** ** consistent with ***** ****** ************* ****** asserts **** ******* ******* * ********** ****** two ****** about ***** ******* * substantial ******* ** *********** ************ **** ****** ** * ********* schema Second ** ******* **** the *********** ****** ** ********* *** pervasive ** *********** ***** ******* ** **** ******* *** ****** ********* *********** *** ***** * ******* ******* of associations **** ** active *** readily ********** ****** for ******* interpretation According to Bem ********** cognitive development ******** **** cultural ********** ******* ** *** ******* ** ********* indicating **** *** ****** *************** **** ************* impact ****** child ********* ***** **************************** According ** ******* *********** who ****** **** ************ **** ********* ********* **** **** pleasant ******** and *********** In ******** those *** act ** ******* mismatches ****** negative ******** *** ********* *********** **** ******* with ******** ****** ********** ***** ** their gender ********* ******** suggests **** **** ***** ********* ******** ******* *** *********** ******* ******** & ******** ***** Men **** a stronger masculine ******** felt ****** ***** ********** **** they ******** instances ** ***** **** *** ***** ************* In ******** women **** a ****** ******** ******** **** better ***** ********** **** **** ******** interactions in ***** **** ***** **************** is * ******** component ** *************** ******* ** ******* *********** ***** ****** behavioral changes necessary to ******* self-happiness *** *********** When *** and ***** both ******* ** gender-associated ****** that ** *** ********** to ***** ****** schemas **** *** ********** ********* For ******** ***** *** **** censure ** * **** *********** ******* if **** ****** ** **** and women *** ** viewed as archaic *** ******** ** **** ******** the housewife **** ******* ******** ***** Niedlich ***** *********** *** feel pressured to ****** their ******** ** ****** rejection **** ****** who ********** *** ****** **** ********* *** **** ********* and ********** to one’s ************* ***************** *** ****** ******* ** having stronger male and ******** *************** ** ***** ** *********** and ********** **** ************* ***** due ** ***** ***** being gendered For ******* ******* ******* men *** boys ** affirm ****** *********** **** as independence ************* strength ********** *** ********* **** ********* construct is *********** to ****** ************ ******* ** **** ******** **** ** ********* ***** healthcare needs *** will *** ** **** **** off work *** visit * physician **** **** are *** As * ****** of ***** ************* characteristics *** *** predisposed to ***** ***** *** incapacityMen **** ********** ****** **** stress *** strain due ** *********** aspects ** *** ***** *** ** a ****** ** parts ** the ***** ********* ******* conduct repression ** ******* or ********** response ** ************* ******** ******* Steffens ***** ******** ***** ***** struggle **** ***** masculine **** **** them ** **** for ****** health ******** **** ** ********** *** ********* burnout *** ********* *********** ********* ** ****** ******** ** ********* hardship *** discrimination ************ those ***** who have ********* ********* aggressive ********** ******* ** ** ***** **** *** ******* has ******* *** *** feminine ******** *** changed *** *** ***** of loving ******** being ************ *** being sympathetic **** **** ******** tasks and **** women **** * **** ** ********* choresTherapeutic/Treatment ****** *** ******* ********** *** *********** as *** ******** dimensions of personality ** ***** ** individual ***** ** ****** masculine ** ****** **** individuals *** ************ **** their ************ ****** social definitions ** femininity *** *********** are more ****** ** ****** consistently *** ***** conduct **** ** ************ **** **** Sex ******* ** ******* ******* *** willingness to ****** * *********** **** associated **** gender ** * ****** ** individual ****** **** ** culturally ****** (Kachel ******** ***** ******** 2016) Gender roles ***** ** * ****** ** *************** ** biology ******** *** ****** ***** *** gender ****** *** ** ******** ** encourage confidence in ***** **** ********** ***** syndrome ** ********** (PCOs) **** ** ******* the ****** linked **** **** negatively ****** *** patient’s ********** ********* in * ********* affiliation **** the famous gender ****** *** the social roles ********** et ** ***** ************* ****** perception *** acceptance are ******** *** **** ******* ****** characteristics ** **** expressive ******** masculinity might result ** ****** ****** ******** and ****** ***** *** *** **** ******** ** *********** ***** ******** ** ****** * solution ** ****** ****** care ****** **** *** * ******* network for mental ****** *** ********** *** **** ******* *** ****** The ****** connection *** ******* **** *** **** ******* *************** allowing **** to ******* ***** emotions ***** *** help *** ******** their *********** ***** relieving their stressSocial connections **** **** ***** ** operate ** a ****** ******* the ******* ********* ** ********* ** unpleasant **** *********** on ****** health depression ***** *** ******** ******* **************** Ilyas et ** ***** Men’s ****** roles ************* and ******** ****** that ********* ***** ** ** less ********** *** ********** ** ***** *** ******* mental ****** ******** Bem *********** that **** both genders are androgynous **** *** more ********* *** have ****** psychological ****** This ******** **** ****** less masculinity and **** ********** is ********** *** ****** ****** ********* *** *** **** expressive than they **** ********** while ***** are more ************* ******** that ******** ********* *************** *** ***** **** become **** socially ********* whereas expressive *************** **** ****** more ******** desirable for *** **** ************** *** ** *********** *********** ** **** *** and ***** share their gendered characteristics while ********* *** ******* ** ******* *** other ******** *************** **** ******** equilibrium *** ******** *** ********* ** ***** *** *** ******** ** ******** ***** ******** and ******** while ***** *** ******** ** **** *** ******** *** ** *********** ********* Masculinity *** ********** both ***** *********** ** men and ***** *** **** achieve ****** wellness when *********** ******** ************************************************************ * ***** ****** * (2004) On ********** *** ********* motivational *** sociostructural ***** ** ********** ***** ****** *********** *** functioning: Comment ** ****** ***** *** ********* (2002)Bem S L (1981) ****** schema ******* A ********* ******* ** sex ******************* Review88(4) 354Bem S L ****** ****** ****** ****** and its implications for ***** ************ Raising ***************** ******** ** a **************** ************* ******* ** women ** culture *** *********** 598-616Carver * * ****** * ****** * ****** * ***** Phillips * * ****** ****** ************ ** examination ** *** 12-item *** *** **** ********* (BSRI-12) ** ** ***** Brazilian ************** ******** ****** https://doiorg/101371/journalpone0076356Donnelly K & ****** * * ****** ********* *** feminine traits ** the Bem Sex-Role ********* ************ * ************** **************** roles76(9) ************* J * & ***** * * (1984) Gender ****** theory as * predictor ** ad recallACR ***** American ************ * * ***** ***** * ****** Assessing *** ******* ******** ** the *** ******** ************ *********** ************* * ******** * * ***** ******** * ****** Traditional *********** and *********** Validation ** * *** ***** ********* ****** rolesFrontiers ** *********** ************ * ********** * LEW–STAROWICZ * * * * * * * W *********** * ******* * ***** **** * ****** ************* gender of ******** **** ********** ***** ************ *********** ** gynecologica ***************** ************** * *** * ************* * *********** * *********** * Kowalczyk * & Samochowiec * ****** *********** traits ****** ***** *** sexual ********** ** ***** ***** *********** ** ******* *************** ********** C ****** ******* *********** ** ****** ******* ******* ********* *********** *************** * ***** Hyde * * ****** Gender-related ******** *** ************ interests *** ************* ** ***** *********** *** ********** ******************** Ilyas et ** (2019) ************ ****** Health ******* *********** ***** **** * Systematic Review and Synthesis ** Behavior Change ********** ****** ************* Targeting *********************** ******* ** ***** ********* *** ******* **************** ******************************** C * ***** ********** E L ****** Sandra ******* ****** ****** ****** after ** ****** * review ** *** ***** and ********* Roles76(9) *******







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