Gender Schema Theory

Question 1

Definition of schema

Answer 1

Mental representations/ cognitive framework of an aspect of the world that aids you to deal with social situations
Generates inferences and expectations

Question 2

Gender schema explanation

Answer 2

Contains info of ‘appropriate’ patterns of behaviour by observation and individual experience
Acquire schemas related to gender from interactions with others, media etc

Question 3

Main assumption of gender schema theories

Answer 3

Acquisition of male/ female schema is prime mechanism by which gender roles are learned and maintained

Question 4

Similarities of gender schema theory and SLT

Answer 4

Assumes children learn ‘appropriate’ patterns of behaviour by observation
Not passive, is children’s active cog processing info: sex typing rather than association and imitation

Question 5

Development of schema steps

Answer 5

1) society’s beliefs about M/F traits
2) dev schema
3) processing of social info and influences self esteem and acceptance of certain behaviour

Question 6

Differences to kohlbergs

Answer 6

Assumes that once children have basic ID, they go to look to environment to enrich schema
K: gender constancy occurs followed by process of acquiring gender rel beh

Question 7

Corresponding age and schema dev

Answer 7

Pre school: 'gender scripts' 
4-6: subtle and complex associations 
5-6: constancy, absolute 
8-10: dev appropriate schema 
Late childhood/ teenage: schemas more flexible

Question 8

Martin (1991) gender schema

Answer 8

Ingroup and out group schemas
Once children understand which they are develop schema
In group is one you belong to, attitude and expectations

Question 9

Assimilation (Martin gender schema theory)

Answer 9

Assimilated: when experiences fit into existing schemas
Dev of fixed gender attitudes, ignore other info
Self perceptions become sex typed- more positive than their own
Ingroup favouritism, outgroup discrimination

Question 10

Martin and Little 1990 gender schema

Answer 10

Measure understanding of gender concepts and stereotyped knowledge 3-5yo
Rudimentary understanding of gender but strong gender stereotypes about what girls/ boys were permitted to do

Question 11

Bradbard et al gender schema theory

Answer 11

Told 4-9yo that certain gender neutral items (burglar alarms, pizza cutters etc) were M/F items
Children had most interest in ingroup items and 1 week later remembered more info about- in fitting with schema more likely to be remembered

Question 12

Research suggests children’s stereotypes of gender roles are not as resistant as outlined

Answer 12

Adaptive to gender inconsistent ideas
Hoffman: those with less stereotypical female role models as have less confined views
Adaptive to gender inconsistent ideas

Question 13

Martin and Halverson support evidence description

Answer 13

When asked to recall pics of people, children under 6 recalled most gender consistent- remain if in fitting with schema, found to distort existing eg insisting that a pic of a boy holding a doll was a girl

Question 14

Martin and Halverson recalling more gender consistent images than inconsistent

Answer 14

• exhibit how once ideas of gender are formed, children are more likely to remember things in keeping
• continued after time delay

Question 15

Evaluative points for gender schema theory

Answer 15

• could be criticised as reductionist: neglects biological factors unlike SLT, suffers all gender related behaviour is cognitively based
  + explains why children’s attitudes and behaviour of gender is rigid and lasting as is based on schema
  + real life application to reduce stereotypes