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Gender Schema Theory - A Level Psychology
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Gender Schema Theory - A Level Psychology Paper 3 AQA
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AQA A Level PsychologyGender - Gender Schema Theory
Notes
Paper Reference - 7182/3
● Proposed by Martin and Halverson (1981)
● Child’s thinking is basis of behaviour
● Children develop understanding by actively structuring own learning
● Opposes Kolhberg as they propose that thinking begins before 6 years of age, as
soon as the child has acquired gender labelling, they can develop gender schemas.
● After reaching gender identity (2-3 years), children look to the environment for
examples of gendered behaviours, using this to inform their own actions.
● Schemas expand to include a wide range of behavioural and personality traits.
● Likely to be formed around stereotypes so that by age 6, a child has a stereotypical
idea of what is appropriate for gender.
● Likely to disregard/misremember information that doesn’t fit with existing schemas.
● These schemas are reinforced by parents e.g praising gendered behaviours and
giving children gendered toys.
● Children have a better understanding of schemas related to their own gender
(ingroup).
● Pay more attention to information related to their own gender identity, rather than the
opposite (outgroup).
● When children are older (8), they develop elaborate schemas for both genders.
EVALUATION:
● MARTIN & HALVERSON (1983):
○ Children under the age of 6 are more likely to remember photographs of
gender-consistent behaviours than those of gender-inconsistent behaviours
when tested a week later.
○ Children tended to change the sex of person carrying out gender-inconsistent
activity when asked to recall.
○ Distorted to fit with gender schemas.
● Descriptive rather than explanatory:
○ Doesn’t explain why/how understanding changes
○ No research basis and empirical evidence
○ SLT believes thinking due to reinforcement, may be better explanation
● Alternate explanation:
○ Biological (sex and hormones)
○ Interactionist approach may be needed
● Use of young children:
○ Unable to communicate in cognitive research
○ Use of inferences on their internal mental processes is problematic
○ Researcher bias may occur
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