gender schema theory

• Martin and Halverson 1981 proposed 2 key factors that differentiate their theory from Kohlberg’s. They argue the process of acquiring gender-relevant information happens before gender constancy is achieved. They claim basic gender identity is sufficient for a child to identify themselves a boy/girl and take interest in appropriate activities for them. Kolhberg claimed this didn’t happen until gender constancy. Second, they go further than Kohlberg in suggesting how the acquisition of stereotypes/schemas affect later behaviour (especially memory and attention).
• The main concept in gender schema theory (GST) is the concept a schema. These are learnt from interactions with other children and adults as well as TV. Schemas are much related to cultural norms. Gender schemas have the function of organising and structuring other information that’s presented to children. They learn what toys are appropriate and what clothes to wear. The term ingroup refers to a group which a person identifies. A girl will identify with that ingroup and the same with boys.
• Once a child has identified with groups, they positively evaluate their group and negatively evaluate the outgroup. This is done as it boosts self esteem. In turn it makes the child to be like their group and avoid behaviours of outgroups. They gather info about own group, and develop gender schemas. GST is that it can explain the power of gender beliefs. These beliefs can lead to fixed gender attitudes as it ignores and conflicting info not consistent with the ingroup. Eg if a boy sees a film with a male nurse, its ignored as it doesn’t fit with ingroup schema.
• . Play with other children leads to them believing all girls share the same interests and all boys. Therefore, they avoid playing with the opposite sex as they ‘arent like me’. Same sex peers however ‘are like me’ and so more fun to play with, whatever it is. They also gain knowledge of the other positive consequences playing with the other sex may bring, such as teasing from members of the ingroup.
• Research supports the prediction that children begin to acquire info about gender schemas before they reach gender stability.

  Martin and Little 1990 found that children under the age of 4 showed no signs of gender stability, let alone signs of constancy, but did display strong gender stereotypes.

  This shows that children have acquired info about gender roles before Kohlberg suggested
• There is evidence that children can label their gender group even earlier than indicated in previous studies.

  Zosuls 2009 recorded samples of children’s language and observed them at play in order to identify when they first started labelling themselves as boy or girl. They concluded children were using gender labels by the age of 19 months. However, there is recent evidence that children show this even earlier, which is seen as a challenge to GST.

  This suggests that the age-related predictions of GST may be incorrect.

   
• Gender schemas may lead children to distort such inconsistent information.

  This was shown in a study where children were shown consistent or inconsistent (counter-stereotype) pictures, they distorted the info. For example, when shown a boy holding a gun or a boy holding a doll (inconsistent) children then described that they saw a girl holding a doll. These distorted memories serve to maintain ingroup schemas.

  These findings support the GST as they show how behaviour cant be explained in terms of schema-related behaviour.
• GST explains why children are sexist despite effort from parents.

  Children actively seek gender appropriate schemas and prefer to ignore counter stereotypes. Its reported that children with working mothers have less stereotypes views, so children aren’t entirely fixed in their views. The fact GS lead to distorted info has important implications for efforts to reduce gender stereotypes. Counter stereotypes can be misremembered.

  This suggests counter views may not be the best way to reduce children’s gender schemas. Direct experiences of people who don’t fit the stereotypes should be involved