ESSAY CHOICE LIFESPAN
1 GENDER DEVELOPMENT
Gender Development: Terminology, Stereotypes, and Perspectives
ESSAY STRUCTURE:
❖ Definitions – Gender; Gender Stereotype; Gender role; gender identity; gender expression
❖ Development - What gender stereotypes are and when do they develop, gender awareness
and knowledge – men are expected to be… women are expected to be… girls are supposed
to be… boys are supposed to be… up to 1.5 year children have little interest in gender, after 4
years old already established gender differences.
❖ Social influence – what social role is? roles in society demand different behaviour and
characteristics:
- Parents influence – gender distinguishing from early age however they can instead provide
different opportunities for children to learn about… fathers have one behaviour towards
sons. Mothers different… about playing with children or their school achievements
- Peers – like same-sex peers more
- School – some educating separately or encouraging children into different directions
according to gender
- Media – adverts shape children’s toy interests
❖ Learning Theory – Behaviourist approach - classical and operant conditioning, sociatty has
clear views on how everyone should behave, act, which makes it easy for everyone (teachers,
parents, peers etc) to judge and makes it easy for individuals to learn what is ‘right’ or
‘wrong’ behaviour. (Bandura, 1977) imitating, modelling of behaviour
❖ Cognitive Theory – Kohleberg – children are rewarded for behaving in certain way therefore
would repeat again. Acknowledging their own gender by comparing to others and being
certain gender does not change even if wearing ‘wrong’ clothing
❖ Psychoanalytic Theory – Freud and his phallic stage as being a key to gender development.
Nancy Chodorow - girls having more relationship with their caregiver while boys develop
independency
Gender Development: An Overview
Gender development is the process by which individuals acquire the characteristics, roles, and
behaviors that are associated with being male or female. The development of gender identity and
expression is a complex and multifaceted process that is influenced by a range of biological, social,
cultural, and environmental factors. In this essay, we will explore the definitions of gender, gender
stereotype, gender role, identity, and expression. We will also look at the different theories related to
gender development, including the learning theories and psychoanalytic theories. Additionally, we
will examine the various influences on gender development, including parents, peers, school, and
media.
Definitions of Gender, Gender Stereotype, Gender Role, Identity, and Expression
Gender refers to the socially constructed roles, behaviors, and expectations that are associated with
being male or female. Gender roles are the patterns of behavior that are considered appropriate for
men and women in a given culture or society. Gender identity refers to an individual's subjective
, sense of being male or female, while gender expression refers to the ways in which individuals
communicate their gender identity to others.
Gender stereotype is the set of beliefs and expectations about the characteristics, behaviors, and
roles that are associated with being male or female. These stereotypes are often rigid and
oversimplified, and they can lead to discrimination and prejudice against individuals who do not
conform to traditional gender roles. Gender stereotypes can develop as early as the preschool years
and are often reinforced by parents, peers, and the media.
When Does Gender Awareness Occur?
Gender awareness typically begins to develop during the first two years of life, as children begin to
distinguish between male and female faces, voices, and bodies. By age three, most children can
accurately label themselves and others as either male or female, and they begin to acquire gender-
typical preferences for toys, activities, and playmates. By age six or seven, children begin to
understand the social and cultural expectations that are associated with being male or female.
EXAMPLE: Study: Slaby and Frey (1975) - Development of Gender Constancy and Selective Attention
to Same-Sex Models
Background: Slaby and Frey conducted a study to explore the development of gender constancy,
which is the understanding that one's gender remains the same over time and situations. They aimed
to investigate at what age children acquire gender constancy and whether it is related to their
selective attention to same-sex models.
Method: The study involved children between the ages of 3 and 6. The researchers used a puppet
play technique to assess the children's gender constancy and their attention to same-sex models.
Each child participated individually in a series of play sessions.
In the first play session, the children were shown two dolls, one male and one female, and were
asked questions about the dolls' appearances, activities, and names to assess their gender labeling
ability. In the subsequent sessions, the children were presented with same-sex and opposite-sex
dolls engaging in gender-stereotyped activities. The researchers observed the children's attention to
the dolls and their verbal and nonverbal behaviors.
Results: Slaby and Frey found that gender constancy developed gradually with age. The youngest
children (around 3 years old) had limited understanding of gender constancy and often believed that
changes in appearance or activities could change a person's gender. As children got older (around 4-6
years old), their understanding of gender constancy improved, and they recognized that a person's
gender remains consistent despite changes in appearance or activities.
Regarding selective attention to same-sex models, the researchers found that children who
demonstrated higher levels of gender constancy were more likely to show attention and imitation
toward same-sex models. This suggests that as children acquire gender constancy, they become
more aware of and interested in behaviors displayed by individuals of their own gender.
Conclusion: This study provided insights into the development of gender constancy and its
relationship to selective attention to same-sex models. It revealed that gender constancy emerges
gradually between the ages of 3 and 6, with older children showing a more consistent understanding
of gender stability. The study also suggested that children with a better understanding of gender
constancy are more likely to selectively attend to and imitate same-sex models, reflecting the
influence of gender identity on social learning processes.
