The document discusses cognitive theories of gender development, including gender schema theory. It explains that cognitive approaches see gender development as influenced by a child's thinking patterns and perceptions. Gender schema theory specifically proposes that children form mental models (schemas) of gender-appropriate behaviors from a young age, around 2-3 years old, and use these schemas to guide their own behavior and evaluate others. The document provides an overview of Kohlberg's stages of gender identity and constancy development, and discusses how gender schema theory builds on but differs from Kohlberg's theory in proposing an earlier emergence of gender-related schemas.
2. The cognitive approach...
...is all about the
thinking
behind gender
development...
• …& also recognises
that a person’s
gender role is the
result of their
gender identity…
3. Cognitive Development
To Start: The Cognitive Approach
Schema
Mental Processes
Perception
Thinking
Thought Patterns
The cognitive approach to gender considers
the development of our thought patterns
and cognitions.
A child’s perception of gender behaviour
(including their own gender) is crucial for
their acquisition of gender.
There are a series of developmental steps or
stages that a child goes through before their
perception of gender is fully developed.
4. Cognitive Development
Kohlberg (1966) Gender Constancy Theory
Children cannot distinguish between appearance and reality. Kohlberg argued that changes in
gender thinking come about because of the natural stages of a child’s cognitive development. He
proposed a set of gradual stages:
1) Gender Labelling / Identity 2 - 3.5 years
Label gender but only based
on appearance.
2) Gender Stability 3.5 - 4.5 years
Gender is consistent over
time but cant generalise this
to others. Appearance is still
a factor
3) Gender Constancy/Consistency
6 years
Gender is constant across
time and situations. Gender
appropriate behaviour.
5. Cognitive Development
Task: The Ken Experiment
5 minutes
With the person next to you, discuss how
a child at each of the following ages would
answer the question ‘Is this a boy doll or a
girl doll?’ for each phase of the
experiment.
1) 2 years old
2) 4 years old
3) 6 years old
Phase A
Phase B
Phase C
6. Cognitive Development
The Ken Experiment
This is how the children responded….
http://www.youtube.com/wat
ch?v=VZb2len6f18
7. Cognitive Development
Task: Kohlberg Storyboards
15 minutes
Alison is 2 years old. She
knows she is a girl and she
likes dressing up in fairy
outfits. She likes wearing
dresses and is able to identify
a boy by his short hair.
By the age of 4 she realises
that when she grows up
she’ll be a lady. ‘When I
grow up, I’ll be like my
Mummy!’ she says!
At age 6, Alison makes a
friend called Billy. Billy likes
to play with dolls with Alison.
Even though Billy likes dolls,
Alison knows that Billy is still
and will always be a boy.
8. Gender Identity… (AO1)
Children begin to think about
gender at approx. 2 years.
Children believe that their sex
can change – a girl may want to
be a daddy when she grows up.
At this age children believe that
changing clothes can change a
person’s sex i.e. a boy in a dress
becomes a girl!
Children may show a preference
for playing with children or their
own sex – this is only because
they see themselves as belonging
to that particular group.
9. Gender Stability… (AO1)
At the age of 4 (approx)
children begin to realise
that their sex will not
change over time and that
they will remain the sex
they are.
Due to the fact that they
are egocentric they do not
realise that this also
applies to other people
A woman doing a man’s job
would be labelled ‘a man’.
10. Gender Constancy (AO1)
At approximately 5 years: children begin to appreciate that
other people have a different point of view from their own –
they are less egocentric – they de-centre.
They realise that everyone’s gender is constant & that
changes in outward appearances do not influence whether
someone is male or female – this is known as conservation.
They understand that a persons sex is the same across time
and different situations.
Kohlberg believed that it was at this time that children
actively seek out role models to imitate to help them develop
their sense of gender.
11. A development: Gender Schema
Theory
This theory agrees with Kohlberg in that children actively seek gender-related
role models; BUT they believe that it happens earlier, around 2 or
3 years old.
A schema is a model in ones minds that helps make sense of the world
i.e. children form stereotypes of the ways that they think males and
females behave.
They go on to develop scripts of activities and/or actions that males and
females perform (women make the dinner, men fix cars).
Children monitor their environment for information and behaviours that
are consistent with their ideas of appropriate male and female behaviour
and add assimilate this information into their thinking.
If a behaviour is considered inconsistent they may just ignore it so that
their stereotypes or schemas don’t need to be altered – they need to be
able to predict behaviour and stereotypes allow them to do this.
13. Cognitive Development
What is a Schema?
Organised clusters of information.
A mental blue print of information.
E.g. When we say picnic, what do we think
of? What is expected?
A cognitive framework which helps
us to organise and interpret information.
They focus on things which help us to
confirm our pre-existing ideas or beliefs and
often contribute to stereotypes.
So, what gender schemas exist..?
14. Cognitive Development
Gender Schema Theory
Martin and Halverson (1981)
Gender is acquired by gathering
information about our own gender.
But this happens before Gender
Constancy.
Being able to identify oneself as a
girl or boy is enough for us to get
involved in gender-appropriate
behaviours.
15. Schemas
Cognitive Development
5 Minutes
Children learn gender schemas from their interactions with other
children and adults.
They learn what toys are appropriate to each gender.
They have theories about appropriate behaviour for men and women.
16. Cognitive Development
Ingroup and Outgroup Schemas
5 Minutes
Ingroup: Groups we identify with. E.g. if you’re a girl you identify
with girls.
Outgroup: Groups that we don’t identify with. E.g. if you’re a girl
you don’t identify with boys.
Once a child has identified with a group, this leads them to positively
evaluate their own group. This leads them to be like their own group
and avoid behaviours of the outgroup. They focus on ingroup
schemas before gender constancy.
17. Cognitive Development
Gender Schema Theory Synoptic A02
Are stereotypical gender schema’s still valid? Are schema’s generational? Why?
Do people always follow their schemas? Are schemas reliable in predicting
behaviour?
Gender schema theory emphasises how schemas develop but not where they
originate; cognitive aspects tend to overlook the impact of parents, friends, school
and the media on the development of gender schemas.
Does it explain why children are frequently highly sexist despite the best efforts of
parents. Children do insist on playing with Barbie dolls and toy guns.