schema theory A01

• -          This theory emphasises the roll of child’s thinking in their gender development.
•  theory was developed by carol martin and Charles Halverson
• -          Similarly to Kohlberg’s theory the believed the key to gender development comes from seeking to acquire information about one’s own gender.
• -          Shema is basic unit of information – and with new experiences we modify and adapt are schemas.
• -          There are 2 key factors that differentiate gender schema theory to Kohlberg’s theory.
• 1 differentiate gender schema theory to Kohlberg’s theory is

  they argue that acquiring gender relevant information like how to behave happens before gender constancy is achieved and that gender labelling / identification of their own gender is sufficient enough for a child to then show interest in what behaviours are appropriate for them – Kolberg said happened latter after gender constancy
• 1 differentiate gender schema theory to Kohlberg’s theory is

  martin and Halverson went further then Kohlberg’s theory suggests that after the acquisition of stereotypes which are schemes their latter behaviour is affected by these schemas especially in terms of memory and affection
• Schemas

  Children learn schemas related to gender from interactions with other children and adults and from tv – theory gender schemas are very much related t cultural customs and norms
• Schemas

  Essential gender schemas tech children what behaviour is appropriate for genders – clothes , toys to play and wear
• Gender schemas are stereotypes and have the function of organise and structuring other information presented to children – for example they use gender schemas to learn what toys are appropriate for each gender , clothes to wear
• Ingroup and outgroup schemas

  -          As children’s gender identity develop their schemas create ingroup schemas = their own gender / group they identify with – (girls identify with other girls who show similar interests ) and outgroup schemas = others genders
• Ingroup and outgroup schemas

  -          This identification with certain groups (can associate with many groups – town u are from , band u like ) they associate themselves with it leads them to positively evaluate their own group and negatively evaluate the outgroup – people do this because it enhances their own self esteem ( means you can say you belong to a group – successful and well linked there by extension they share these qualities by being a part of it )
• Ingroup and outgroup schemas

  -          This evaluation of their own group encourages children to be like their own group – so play into gender stereotypes and avoid the behaviours of the other group .
• Ingroup and outgroup schemas

  -          They also actively seek information about what the ingroup does in order to acquire group schemas
• Resilience of gender beliefs

  -          Gender beliefs lead children to hold very fixed gender attitudes because their gender schemas and then their ingroup schemas cause them to ignore any information they encounter that is not consistent with ingroup information
• Resilience of gender beliefs

  -          Because any information which isn’t consistent with stereotypes is ignored it means there is no alteration to existing schemas if uncommon information is shown in relation to one gender which only encourages stereotypes to continue

  If a boy sees a male nurse in a show he will ignore this information not alter his schema and  women will still be nurses in his eyes
• Ingroup and outgroup schemas

  -          Gender schema theory suggest that from an early age before gender constancy children focus on ingroup schemas and avoid behaviours that belong to outgroup schemas – girls avoid boy behaviour for example
• Resilience of gender beliefs

  -          An important aspect of gender schema theory is that is can explain the power of gender beliefs
• Resilience of gender beliefs

  -          Therefore gender schemas have a profound effect on what is remembered and our perceptions of the world around us .
• Peer relationships

  -          Whereas as same sex peers are “like me” and so are more fun to play with whatever
• Peer relationships

  -          When children play with each other they come to belief that all girls have the same interest and all boys share the same interests and because of this to avoid children of the opposite sex because they “are not like me” and therefore they’re less fun to paly with
• Peer relationships

  -          Therefore gender schemas influence children’s likelihood of developing social relationships with same and opposite sex peers – martin 
• Peer relationships

  -          Children also as they get older develop knowledge of the potential consequences associated with different social relationships – may come to realise  they will be teased for laying with people of the opposite sex and so avoid this type of interaction ( teased because of gender schemas )