Cog Expl: Gender Schema Theory

• Gender Schema Theory

  cognitive framework related to gender are developed from experience and guide us to understand our own gender and gender-appropriate behaviour
• Martin & Halverson 1981


  same as Kohlberg but gender-relevant info is acquired before stage 3 and affects later behaviour
• difference between Kohlberg's theory


  Kohlberg = interest in gender role starts at stage 3 (gender constancy)

  Schema Theory = interest in gender role starts before stage 3
• in-group schema


  rules on own sex - template for behaviour in groups we identify with; builds gender identity
• out-group schema

  rules on opposite sex - groups we don't identify with therefore irrelevant and less likely retained
• example of in-group schema

  “I'm a girl and wear skirt so skirt-wearers are girls”
• example of out-group schema


  “I’m a girl, play football and rugby”
• Parents

  • treatment
  • clothes
  • toys
• example of parental treatment


  fathers rougher with sons
• example of parents - clothes

  sons in blue, daughters in pink
• example of parents - reinforcement


  sons punished for dancing around like a fairy/'girl'
• examples of parents - toys


  daughters given dolls
• supporting evidence

  Martin & Halverson 1983 = kids under 6 y/o are more likely to remember photos of gender-consistent behaviour, they changed the sex of the person carrying out the gender-inconsistent behaviour too - memory can be distorted if it doesn't fit with existing gender schema
• support - complements Kohlberg's theory


  Stangor & Ruble 1989 = gender schema and constancy describe 2 different processes. Gender schema is how organisation of information is remembered whereas gender constancy is linked to motivation and eagerness of engaging in gender-appropriate behaviour
• limitation - overemphasis on individual


  exaggerates the importance of cognitive and schematic factor but ignores social influences such as parental influence and the roles of rewards and punishments - punishments decrease likelihood of frequent behaviour and rewards increase likelihood therefore experience forms a gender schema that can guide their understanding of gender-consistent and inconsistent behaviour