Cognitive explanations – Kolberg's theory

• Kolberg's cognitive development theory of gender - 1966 - AO1


  - Based on the idea that a child's understanding of gender - gender roles, behaviours and attitudes - becomes more sophisticated with age.

  - Understanding of gender runs parallel to intellectual development

  - Gender development is a process of three stages
• Stage 1 - Gender identity - AO1

  - Ages 2 -3

  - Age 2 - correctly identify themselves as girl of boy

  - Age 3 - correctly identify others as male or female

  - Understanding of gender does not stretch much beyond simple labelling.

  - Not aware sex is permanent across time and situation
• Stage 2 - Gender Stability - AO1


  - Age 4 - realisation that they will always stay the same gender - remain consistent over time

  - Can not apply logic

  - Often confused by external changes in appearance - long hair male = female

  - Believe that Individual's will change sex If they engage in activities more associated with the opposite gender - male nurses = female
• Stage 3 - Gender constancy - AO1

  - Around age 6 - final stage

  - Realise that gender remains constant across time and situations

  - This understanding is applied to others gender as well as their own

  - No longer fooled by outward appearance

  - May regard specific gender acting or dressing as the opposite gender as unusual
• Imitations of role models - AO1

  - In gender constancy it is important that children seek out gender appropriate role models to identify with an imitate.

  - Close ideas to SLT

  - Once the child had fully developed and internalised their concept of gender at constancy stage they will embark on a journey that confirms their views.
• Evidence supports the sequence of stages - 😊

  - Slay and Fray (1975) 0 presented children with a split screen of images who were both female and male performing the same task

  - Younger children spent equal amounts of time watching both genders

  - Children in gender constantly stage spent more time looking at the model that was the same gender as them.

  Supports Kolberg's view that children in constancy stage only spend time paying attention to gender appropriate models.

  - Other researchers have found some cross-cultural similarities to Kolberg's theory - in countries like Kenya, Samoa and Nepal.
• Gender constancy not supported - 🙁

  - Observations have shown that children show signs of understanding gender before the gender constancy stage.

  - Bussey and Bandura (1992) - Children at 4 felt good playing with gender appropriate toys but felt bad playing about doing the opposite.

  - Contradicts Kolberg's theory and supports gender schema theory - children begin to absorb gender appropriate information as soon as they identify themselves.
• Methodological issues - 🙁

  - Kolber used interviews with children as young as 3

  - Although questions were tailored to their understanding - young children may lack the vocabulary to express their views.

  -May have complex ideas about gender but are unable to express them clearly.

  - What they express may not represent how they truly feel