1 / 10

Cognitive theories emphasize children’s active role in the process of gender typing (self-socialization)

Cognitive theories emphasize children’s active role in the process of gender typing (self-socialization). Cognitive Developmental Theory (Kohlberg) Three Stages: Basic Gender Identity: Recognition that one is a boy or a girl Emerges between 2.5 and 3 years. Gender Stability

zurina
Download Presentation

Cognitive theories emphasize children’s active role in the process of gender typing (self-socialization)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cognitive theories emphasize children’s active role in the process of gender typing (self-socialization)

  2. Cognitive Developmental Theory (Kohlberg) • Three Stages: • Basic Gender Identity: • Recognition that one is a boy or a girl • Emerges between 2.5 and 3 years

  3. Gender Stability • Understanding that gender is stable over time • Emerges between 3 and 5 years

  4. Gender Constancy/Consistency • Understanding that gender is constant/consistent across situations regardless of appearance or activities • Emerges between 5 and 7 years

  5. Kohlberg: Gender constancy leads to gender typing • Why is this incorrect? • Gender typing begins before children have achieved gender constancy

  6. Gender Schema Theory: • Children construct gender schemas • Organized mental representations incorporating information about gender • Include children’s own experiences and information conveyed by others, including gender stereotypes • Schemas are dynamic—change as children acquire additional information

  7. Once children achieve basic gender identity, they are motivated to acquire gender-typed behavior and characteristics • Young children start with a simple “in-group/out-group” gender schema • Motivated to prefer, pay attention to, and remember more about others of their own sex • Form an “own-sex” schema—detailed knowledge about their own gender

  8. Evidence: Gender Schema Theory • Children used gender labels given to toys to guide their behavior • Gender-neutral, unfamiliar toys/objects labelled as “for girls” or “for boys” • Children prefer the toys/objects consistent with their gender

  9. Children show biases in their memory for information about gender • More likely to accurately remember information that is consistent with gender stereotypes • More likely to forget or distort information that is inconsistent with gender stereotypes

More Related