Gender Schema Theory Notes

Martin and Halverson (1981) developed this cognitive approach in which a child seeks to acquire information about their own gender.

Gender schema theory explains how schemas influence memory and attention, which then affect behaviour.

Schemas

Schemas are mental representations of concepts. Children learn gender schemas at about age 3, from interaction with other children and adults, and from the media. Gender schemas relate to cultural norms, and 'appropriate' behaviour for men and women.

Ingroup and outgroup schemas

Children identify with an ingroup: boys or girls. This leads to positive evaluation of the ingroup and negative evaluation of the outgroup (e.g. boys are better than girls). This enhances self-esteem. They actively seek information about their ingroup, to acquire gender schemas. They actively avoid outgroup behaviours.

Resilience of gender beliefs

Children ignore information that is inconsistent with gender schemas, so it is very difficult to change stereotypes using counter-stereotypes. Gender beliefs can be very fixed.

Peer relationships

Children believe that same-sex peers are 'like me' and share the same interests, and are therefore more fun to play with. They learn to avoid negative consequences of ignoring the schemas, such as being teased for playing with opposite-sex children.

Research supports gender schemas forming before gender stability is reached

Martin and Little (1990) found children under 4 had stronger gender stereotypes about what boys and girls are allowed to do. They hadn't developed gender stability or constancy. Kohlberg's theory would require children to develop constancy before understanding gender roles, at about age 6.

Gender schemas organise memory and affect attention

Bradbard (1986) found that 4-9 year olds took a greater interest in toys labelled as ingroup and remembered more details about them. This shows that children only remember items that fit in with their schema.

Problems with cognitive approaches

Hutson (1985) found it was easier to get girls to take on masculine behaviours than boys to take on feminine behaviours. This suggests that the social approach is important because otherwise it would be the same for both genders. Cognitive approach doesn't account for gender differences

Recent research indicates that gender identity forms even earlier

Zosuls et al (2009) observed children playing, and concluded that they were using gender labels by 19 months. However, children may show gender-typed behaviour even earlier than this, before gender identity, challenging gender schema theory- because schemas form at 3 years old.