Exploring Gender and Learning |
Gender and Cognition
The Social Learning Theory(SLT) states that children observe the environment to learn appropriate and inappropriate behaviour, including behaviour related to gender. The Gender Schema Theory(GST) explains how children form schemas for gender roles and behave accordingly. The GST is based on the assumption that development of gender identity and gender roles relies heavily on cognitive processes. Children determining their individual gender identity, being able to identify themselves as 'boy' or 'girl' is the most important factor in the development of the gender role identity. They then apply gender schemas to guide further development. Once children identify themselves with their gender, that becomes the 'in group' and children aim to fit in with that group so they observe the behaviour of same-sex role models. Cultural beliefs also impact children's opinions about gender roles and the way they think about themselves.
Kohlberg (1966)
Kohlberg worked to adapt Piaget's theory and develop it further in terms of gender and explaining rigidity of gender stereotypes. Kohlberg suggested that gender development occurs through three stages:
1. Gender identity (2-3 years)
- Able to label their own sex
– Judge others sex on external features
– Don’t understand that gender is fixed
2. Gender stability (3-7 years)
- Realize that gender is a fixed trait
3. Gender consistency (7-12 years)
- External features (a man in a dress may confuse a child)
Through his study, Kohlberg explored the effect of gender schemas and the stereotypes developed through the schemas.
Aim: Investigate the effect of construction of gender schemas
Procedure: Children were shown pictures depicting gender stereotypes (ex. female nurse) or pictures that were inconsistent with the stereotypes (ex. male nurse). The children were later asked to recall the images they had seen.
Results: Children that were shown stereotypical pictures remembered the pictures they had seen while children shown pictures that were inconsistent with the schemas were more likely to forget the pictures they had been shown.
Implications: This study further supports the GST and demonstrates the influence gender schemas have on how children perceive certain aspects of life such as jobs and behaviour.
Evaluation: Explains gender stereotypes held by children. Fails to explain behaviour of children that do not conform to the stereotypes. There may have been confounding variables like some images may have been too culturally different.
Kohlberg (1966)
Kohlberg worked to adapt Piaget's theory and develop it further in terms of gender and explaining rigidity of gender stereotypes. Kohlberg suggested that gender development occurs through three stages:
1. Gender identity (2-3 years)
- Able to label their own sex
– Judge others sex on external features
– Don’t understand that gender is fixed
2. Gender stability (3-7 years)
- Realize that gender is a fixed trait
3. Gender consistency (7-12 years)
- External features (a man in a dress may confuse a child)
Through his study, Kohlberg explored the effect of gender schemas and the stereotypes developed through the schemas.
Aim: Investigate the effect of construction of gender schemas
Procedure: Children were shown pictures depicting gender stereotypes (ex. female nurse) or pictures that were inconsistent with the stereotypes (ex. male nurse). The children were later asked to recall the images they had seen.
Results: Children that were shown stereotypical pictures remembered the pictures they had seen while children shown pictures that were inconsistent with the schemas were more likely to forget the pictures they had been shown.
Implications: This study further supports the GST and demonstrates the influence gender schemas have on how children perceive certain aspects of life such as jobs and behaviour.
Evaluation: Explains gender stereotypes held by children. Fails to explain behaviour of children that do not conform to the stereotypes. There may have been confounding variables like some images may have been too culturally different.
Martin and Halvorson (1983)
Aim: investigate the construction of gender identity based on experiences
Procedure: Boys and girls of ages 5-6 were shown pictures of males and females in activities that were either typically attributed to their gender ( ex. girl playing with doll) or pictures that were not consistent with the gender schemas 9ex. girl playing with a gun). After a week, the children were asked to recall the pictures they had seen.
Results: The memories of the children were distorted for the pictures that were inconsistent with gender schemas. The girl playing with the gun was recalled as a boy. The researchers concluded that children actively construct gender identity based on their own experiences.
Implications: The study shows how information is distorted to fit schemas and the tendency to categorise on the basis of gender leads them to perceive boys and girls as different. Gender schemas influence what children pay attention to and become self regulating standards for behaviour.
Evaluation: Explains gender stereotypes held by children and other research shows that through pre-verbal speech of infants as young as 18 months have gender-selective toy preference. Supports results of the Kohlberg(1966) study.
Does not include children that do not conform to the gender stereotypes/ schemas. Does not take into account biological factors such as hormones that could play a role in gender development as well.
Aim: investigate the construction of gender identity based on experiences
Procedure: Boys and girls of ages 5-6 were shown pictures of males and females in activities that were either typically attributed to their gender ( ex. girl playing with doll) or pictures that were not consistent with the gender schemas 9ex. girl playing with a gun). After a week, the children were asked to recall the pictures they had seen.
Results: The memories of the children were distorted for the pictures that were inconsistent with gender schemas. The girl playing with the gun was recalled as a boy. The researchers concluded that children actively construct gender identity based on their own experiences.
Implications: The study shows how information is distorted to fit schemas and the tendency to categorise on the basis of gender leads them to perceive boys and girls as different. Gender schemas influence what children pay attention to and become self regulating standards for behaviour.
Evaluation: Explains gender stereotypes held by children and other research shows that through pre-verbal speech of infants as young as 18 months have gender-selective toy preference. Supports results of the Kohlberg(1966) study.
Does not include children that do not conform to the gender stereotypes/ schemas. Does not take into account biological factors such as hormones that could play a role in gender development as well.