Describe and evaluate gender schema theory Essay Example

schema. This illustrates the significant influence of gender schema on memory.
In 1990, Martin and Little conducted research that supports the notion that gender stereotypes are formed prior to children developing gender constancy. Their study revealed that children under four years old lacked an understanding of gender constancy but already possessed distinct gender stereotypes regarding acceptable activities for boys and girls.

Prior to Kohlberg's proposal, it can be inferred that individuals had already acquired knowledge about gender roles, which supports the gender schema theory. The concept of schemas is further supported by research indicating that children not only pay more attention to consistent schemas but also have better memory retention of them. In a study conducted by Martin and Halverson (1981), young children were asked to remember pictures of people. It was discovered that children under the age of six demonstrated higher recall abilities for gender-consistent images (such as a male fire-fighter or female teacher) compared to gender-inconsistent ones (like a male nurse or female chemist).

Bardbard et al. (1986) conducted a study to demonstrate the significance of schemas. They hypothesized that if gender schemas play a crucial role in acquiring gender-related information, children would display more attention towards information that aligns with their gender schemas, which are related to being either a boy or a girl. The study involved presenting gender neutral items, such as a burglar alarm or a pizza cutter, labeled as boy or girl items to children aged four to nine. Results indicated that participants exhibited greater interest in toys labeled according to their ingroup, meaning that boys were particularly interested in toys labeled as boy toys.

The cognitive developmental approach

has limitations as our thoughts may not align with our actions. Durkin's (1995) observation exemplified this, showing that couples who express a willingness to share domestic tasks often fail to do so. In other words, their intentions and thoughts do not match their behavior. Furthermore, cognitive developmental theory differs from other explanations of gender development.

The biological approach asserts that genes and hormones have the most significant influence on gender identity. Hormones affect brain development, leading to a masculinized or feminized brain, which can result in gender role behaviors. This perspective suggests that learning about gender schemas is not the only way to acquire gender roles. Another biological viewpoint, called the evolutionary view, argues that gender role behaviors are adaptive. In contrast, the cognitive developmental view proposes that individuals learn appropriate behaviors by observing others of the same gender.