AO1 - Kohlberg's Theory of Gender

• Kohlberg (1966) proposed a theory of gender development which suggested that children develop an understanding of gender as a result of maturation (as they get older).
• The work of Kohlberg is based on the idea of development proposed by Piaget. This states that as the brain develops through childhood, so does the ability of the child to think in more complex and abstract ways.
• Kohlberg’s cognitive development theory of gender proposes that a child’s understanding of gender becomes more sophisticated with age. Like Piaget he argues that as the brain matures, so does thinking and understanding.
• Kohlberg (1966) put forward a stage theory of gender development, whereby the child's understanding of gender is constrained by their cognitive ability and cognition that causes the behaviour.
• According to Kohlberg children gain an understanding of gender through three stages; gender identity, gender stability and gender constancy.
• Each stage of Kohlberg’s gender development theory suggests approximate ages and reflects the fact that there is a transition from stage to stage.
• Kohlberg's first stage of gender identity is known as the labelling stage where a child develops a basic understanding of the labels ‘male’ and ‘female’.
• Kohlberg's first stage of gender identity is at approximately age 18 months to 3 years.
• In Kohlberg’s gender identity stage children begin to categorise people into male and female groups but their knowledge and understanding of gender labels is weak.
• Kohlberg's first stage of gender identity is usually reached by the age of 2. At this stage the child is able to correctly label themselves as a boy or a girl.
• Often children in the gender identity stage of Kohlberg’s theory do not view gender as fixed.
• Kohlberg's second stage is called gender stability, where children begin to show evidence that they understand that gender labels are fixed. For example they understand that boys become men and girls become women.
• Kohlberg’s second stage of gender stability is at approximately age 3-5 years.
• In Kohlberg’s gender stability stage the categorisation of gender is based on superficial characteristics such as clothing and length of hair. A boy who wears a dress may be referred to as a girl.
• Kohlberg's second stage is gender stability which is usually reached by the age of 4, when a child realises that gender remains the same across time.
• In the gender stability stage of Kohlberg’s theory, children have the realisation they will always stay the same gender but cannot apply this logic to other people in other situations.
• Kohlberg’s third stage this called gender constancy, where children understand that gender remains consistent regardless of physical appearance or changes in clothing or hairstyle.
• Kohlberg’s third stage of gender constancy is at approximately age 6-7 years.
• In Kohlberg’s gender constancy stage children become aware of what it means to be male or female and this label is something that remains constant across time and in different situations.
• Kohlberg’s third stage is gender constancy, which is usually reached by 7 years old. This is when the child starts to understand that gender is independent of external features.
• The gender constancy stage of Kohlberg’s theory is significant in that children begin to seek out gender appropriate role models to identify with and imitate.
• The gender constancy stage of Kohlberg’s theory is closely linked with several ideas proposed by Bandura in the Social Learning Theory.
• Slaby & Frey (1975) questioned 2–5 year old children to assess their level of gender constancy. They were classified as either high or low in their understanding of gender constancy and several weeks later were shown a video of males and females performing gender stereotypical activities.
• Slaby & Frey (1975) measured the time children spent looking at males and females on a gender stereotypical video. They found children with high gender constancy spent longer watching same-sex role models. This suggests knowledge of gender precedes the watching of same-sex role models behaviour.
• Thompson (1975) found that 2-year-olds were able to select same-sex people from a set of pictures suggesting that they could accurately label their own gender. 76% of 2-year-olds demonstrated gender labelling, but this increased to 90% in the 3-year olds group.
• Damon (1977) to children a story about a boy called George who liked to play with dolls. Children were then asked to comment on the story. 4-year-olds said it was fine for George to play with dolls whereas the 6-year-olds thought it was wrong. This shows gender stereotyping.
• Damon (1977) suggests that children who have achieved constancy have formed rigid stereotypes regarding gender appropriate behaviour.
• Bussey & Bandura (1999) challenge the idea that an interest in gender appropriate behaviour only develops around age 6. They report children as young as 4 ‘feeling good’ about playing with gender appropriate toys and ‘bad’ about doing the opposite.