Cognitive Explanations of Gender - Gender Schema Theory

Question 1

Gender Schema Theory - Martin and Halverson (1981)

Answer 1

• Theory is cognitive developmental like Kohlberg’s => both suggest children actively structure their own learning of gender
• Contrasts with social learning theory (suggests children passively observe + imitate role models)

Question 2

Gender Schema

Answer 2

• Schema = mental constructs that develop via experience used to organise our knowledge

=> Gender schema contains what we know related to gender + gender appropriate behaviour

Question 3

When Gender Schema Forms

Answer 3

• After gender identity is established (around 2-3 yrs)
  => then child looks around for further information to develop schema

Question 4

Differences between GST and Kohlberg’s theory in search for gender info

Answer 4

GST suggests it occurs much earlier
- Kohlberg proposed children need to reach gender constancy around 7
- GST proposed it started after gender identity around 3

Question 5

Gender Stereotypes Develop

Answer 5

Gender-appropriate schema expands to include behaviours + personality traits based on stereotypes, directing child’s behaviour e.g. “I’m a boy so I like trucks”

According to Martin + Halverson, a fixed stereotypical idea of gender is acquired by 6

Question 6

Ingroup vs Outgroup

Answer 6

Children pay attention to schema appropriate to own gender (ingroup) than those of opposite gender (outgroup)

Ingroup increases child self esteem so they judge ingroup more positively
By 8, children have elaborate schema for both genders

Question 7

(S) GST has Research Support from Martin + Halverson

Answer 7

• Found children under 6 were more likely to recall gender appropriate pics than gender inappropriate ones when tested a week later
  => had tendency to change gender of person doing inappropriate activity when asked to recall

Supports => GST’s prediction that children <6 would do so, contrasting Kohlberg’s theory

Question 8

(L) Gender Identity May Develop Earlier - Zosuls et al (2009)

Answer 8

• Analysed twice weekly reports (longitudinal study) from 82 mothers on 9-21 month olds’ language and videotapes of them at play

=> Found they labellled themselves as a boy/girl on avg. 19 months (before gender identity)

Suggests - M+H may have underestimate children’s ability to use gender labels, may even be before they can communicate it

Question 9

COUNTER to Zosuls by Martin + Halverson

Answer 9

Argue the ages are averages rather tha absolutes - sequence of development is most important

Suggests Zosuls et al’s finding isn’t a fundamental criticism of the theory

Question 10

(S) GST accounts for cultural differences - Cherry (2019)

Answer 10

Argues gender schema influence how people process information but also what counts as culturally appropriate behaviour

• In societies with less rigid gender boundaries, children were more likely to have a more fluid schema compared to traditional cultures

Thus M+H can explain how gender schema are transmitted between members of society + how cultural diffs. in stereotypes occur

Contrasts other theories like psychodynamic - suggests gender is due to innate biological drives

Question 11

Issues with Cognitive Developmental Theories

Answer 11

Even though cognitive theories help us recognise the active role children play in their development

=> it ignores the external influences on development e.g. reinforcement + where schema/stereotypes come from to begin with or why they are there