XXXXXXXXXX Psychology and Gender XXXXXX
XXXXXXX’s Name
Institutional Affiliation
XXXXXXXXXX Psychology and Gender Schema
X XXXXXX schema XX an organized XXX of beliefs related to gender XXXX affect behavior XXXXXX a XXXXXXX. It XX formed as a result XX children's observations XX how XXXXXXX XXXXXXX XXXXX male XXX being XXXXXX (XXXXXXX, XXXX). XXXXXX schemas XXXX a possible significant XXXXXX XX how XXXXXXXXXXX XXXXXXXXX XXX behaviors of XXXXXX. This XX XXXXXXX XX XXXXX effect XX how these XXXXXXXXXXX would XXXXXXX XXXXXXXXXXX and their XXXXXXX and attitudes towards a XXXXXXXX gender (Priess XX XX., XXXX).
XXXXXXXXXXX who XXXX XXXXX in a traditional culture XXXXX women are believed to ruminate about XXXXXXXX XXX XXXX negative XXXXXXXX XXXX XXXXX around them XXXXXX strong and participate in XXX XXXXXXX rather than XXX XXXXXXXXX XXXXX XXXX (Janicik, XXXX). XXXX may bully XXXXX XXXXX XXX XX XXX fit into a XXXXXXXX of XXXXXX male or XXXXXX. For XXXXXXX, XXXXXXXXXX boys XXX XXXXX XXXXXX who XX XXX appear more aggressive, athletic or show XXXXX emotions. XX XXX other hand, XXXXXXXXXX XXXXX XXXX be expected by XXXXX peers XX XX more academic, emotional, XXX obsessed with XXXXX. XXXX behaviors are XXXXXXXXX XXXXX XX XXX schemas XXXX have formed. It is XXXXXXXXX to XX XXXXX XXXX gender XXXXXXX XXX XXXXXX and XXXX teenage boys and girls don't XXXX to act in ways XXXXXXX of their perceived XXXXXX (Janicik, 2014).
References
XXXXXXX, J. (XXXX). XXXXXX XXXXXXX, XXXXXXXXX styles, and XXXXXXXXXX. XXXXXX, XX(X), 9-19.XXXXX://XXXXXXXXX.XXXX.edu/XXX/XXXXXXXXXXX.cgi?XXXXXXX=1351&XXXXXXX=XXXXXX
XXXXXX, X. X., XXXXXXXX, S. X., & Hyde, J. S. (2019). Adolescent XXXXXX‐role identity and mental health: XXXXXX intensification XXXXXXXXX. XXXXX development, XX(X), 1531-1544.https://XXX.XXXX.XXX.nih.gov/XXX/articles/PMC4244905/