gender schema theory - cognitive explanation of gender

• gender schema theory

  • argues that a child's understanding of gender changes with age
  • children develop their understanding of gender by actively structuring their own learning rather than passively observing and imitating role models
  • schemas are mental constructs that develop via experience and we use them to organise knowledge around topics
  • gender schema is a representation of everything we know in relation to gender and stereotypically gender-appropriate behaviour
• gender schema theory


  • ages 2-3 = established gender identity, begin to search for information that encourages the development of gender schema
  • age 6 = have fixed and stereotypical ideas about what is appropriate for their own gender, likely to disregard info that does not fit with existing schema, have a much better understanding of behaviours that are appropriate for their own gender (the in-group)
  • age 8 = develop an elaborate schema for both genders
• strength

  • key principles are supported by evidence
  • martin and halverson's study found that children under the age of 6 were more likely to remember photographs of stereotypical gender-appropriate behaviour (such as woman washing dishes) than photographs of gender inappropriate activity (woman fixing car) a week later, also tended to change gender of person carrying out gender inappropriate activity when asked to recall so gender behaviour was now appropriate
  • supports gender schema theory which predicts children under 6 would do this
• limitation

  • gender identity probably develops earlier than suggested
  • longitudinal study of 82 children looked at onset of gender identity, data was obtained from twice weekly reports from mothers on children's language between 9 and 21 months alongside videotaped analysis of the children's play, on average at 19 months almost as soon as children begin to communicate they could label themselves as a boy or girl suggests children have gender identity before this just do not communicate it
  • gender schema theory may underestimate children's ability to use gender labels about themselves and it occurs earlier than 2-3 years old
• counterpoint to zosuls argument

  • may not be appropriate to argue about specific ages for gender schema theory
  • the key point is shifts in the child's thinking and the ages are just averages rather than absolutes, possible many children move through the stages quicker or slower than others, it is the sequence of development that is more important
  • zosuls et al finding is not a valid criticism of the theory
• strength

  • can account for cultural differences in stereotypically gender-appropriate behaviour
  • traditional cultures that believe that women should take a nurturing role and that men should pursue a career will raise children who form schema which are consistent with this view, in societies where perceptions of gender have less rigid boundaries children are more likely to acquire more fluid gender schema
  • this contrasts with some other explanations of gender development such as psychodynamic theory which suggests gender is more driven by unconscious biological urges