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最不平等时最容易被教导:生物发展学习机会和结果模型的性别差异性
Diana E Peragine1, Emily A Impett1, Doug P VanderLaan1,2
1Department of Psychology, University of Toronto Mississauga, Ontario, Canada.
概括
性欲的性别差异源于青春期不平等的学习机会,而不是固有的能力. 生物发育学习机会和结果模型 (BLOOM) 强调了早期的性经验如何塑造女性终身的性享受和兴趣.
科学领域:
- 心理学 心理学 心理学
- 发展心理学 发展心理学
- 社会学 社会学 社会学
背景情况:
- 性生活中的性别差异是实质性的和持久的.
- 现有的解释往往忽略了发育学习过程.
- 生物发展学习机会和成果模型 (BLOOM) 是为了弥补这一差距而引入的.
研究的目的:
- 提出BLOOM模型来解释性享受中的性别差异.
- 认为女性较低的性兴趣源于不平等的学习机会,而不是能力.
- 强调青春期是性学习和激励发展的关键时期.
主要方法:
- 综合现有关于性别,性和发展的证据.
- 性学习和激励获取的理论建模.
- 分析青少年的性经验及其长期影响.
主要成果:
- 青春期为性学习提供了一个关键的窗口,女性的机会不平等.
- 在早期的性接触中,女性经历的回报较少,成本更高.
- 性学习中的这种发展差距有助于获得性兴趣和性享受的性别差异.
结论:
- 性生活中的性别差异在很大程度上是由青春期的经验取决于学习形成的.
- 解决青少年性经验中的不平等机会问题对于性别平等至关重要.
- 讨论了关于平等性权利,教育和健康的建议.
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