Gender Schema Theory

• Who proposed the cognitive developmental theory related to gender understanding?

  Martin & Halverson (1981)
• What does cognitive developmental theory argue about children's understanding of gender?

  It changes with age
• How does Gender Schema theory view children's learning about gender?

  Children develop their understanding of gender by actively structuring their own learning, rather than passively observing and imitating role models
• What are schemas in the context of cognitive development?

  Mental constructs that develop via experience
• What is a gender schema?

  A generalized representation of knowledge related to gender (generally stereotypical)
• At what age do children typically establish a gender identity according to Martin & Halverson?

  Around 2-3 years- begin to search the environment for information that encourages development of gender schemas
• How do schemas influence self-esteem in children?

  Only behaviors consistent with gender schemas are acceptable
• What is an ingroup ?

  Ingroup refers to the group a person identifies with
• How do children evaluate their ingroup compared to the outgroup?

  They positively evaluate their ingroup and negatively evaluate the outgroup
• What happens to ingroup information compared to outgroup information in children's memory?

  Ingroup information is better remembered
• Outcomes of positively evaluating an in group ?

  > Enhances self esteem

  > motivates the child to be like their ingroup and avoid behaviours of their out group
• What do children develop around the age of 8 regarding gender schemas?

  Elaborate schemas for both genders
• Gender schemas may distort information- why might this be useful knowing? 


  In Martin & Halverson’s study, When children were shown consistent or inconsistent pictures, they distorted the information

  E.g. when shown a boy holding a gun (consistent) or a boy holding a doll (inconsistent), children then described what they saw as a girl holding the doll

  Such distorted memories search to maintain in group schemas

  -> Supports GST because they replaced what they saw in the ‘inconsistent’ pictures with what they already thought prior from the gender schema
• What does research by Hoffman (1998) suggest about children whose mothers work?

  They tend to hold less stereotypical views about gender roles
• How can exposure to gender-inconsistent ideas influence children's perceptions of gender?

  It indicates that children are not fixed in their perceptions of gender
• What challenge do gender schemas present in relation to counter-stereotypical information?

  They can distort or cause misremembering of such information
• What implication do the findings about non-traditional gender roles have for children?

  Exposure can make children more receptive to less stereotypical ideas
• What are the practical implications of promoting counter-stereotypical messages in nurseries?

  • Encourages more flexible gender views
  • Helps socialize children in diverse environments
  • Reduces the impact of traditional gender stereotypes
• What did Martin and Halverson (1983) find regarding children's recall of pictures?

  Children under 6 recalled more gender consistent pictures than inconsistent ones
• What do the findings of Martin and Halverson (1983) and Bradbard et al (1986) support regarding gender schemas?

  • Findings support Gender Schema Theory (GST)
  • Children recall gender consistent pictures
  • Children pay greater attention to ingroup schemas
• At what age did Zosuls et al (2009) conclude that children start labeling themselves as a boy or girl?

  By the age of 19 months
• What recent evidence challenges the findings of Zosuls et al (2009)?

  Children show gender typed preferences even earlier than 19 months
• What does the challenge to GST suggest about children's gender identity?

  • Children may have gender identity before 19 months
  • They may not communicate their gender identity
  • GST may underestimate children's ability to use gender labels