G - Gender schema theory

Question 1

Schema

Answer 1

A cognitive framework that helps organise and interpret information in the brain. A schema helps an individual to make sense of new information.

Question 2

Who came up with the most recent version of GST?

Answer 2

Martin and Halverson (1981).

Question 3

What 2 changes did Martin and Halverson propose to GST?

Answer 3

1. Learning of gender-relevant info happens before gender constancy.
   - Gender labelling is enough to self-identity as a boy/girl.
   - Children will show preferences for gender-appropriate behaviour here.
2. The gender schema you form will have effects on your psychological functioning later in life - especially cognitive abilities like memory and attention span.

Question 4

What does gender schema theory focus on?

Answer 4

Schema formation.

Question 5

How do children develop schemata?

Answer 5

They learn schemas related to gender from their interactions with other children and adults, as well as from TV shows or videos.

Question 6

Schemata contain info coloured by/related to what?

Answer 6

Cultural norms.

Question 7

What are characteristics of gender schemata?

Answer 7

Very simplistic and ‘black and white’ at first - they’re full of stereotypical information.

Question 8

What do gender schemas have the function of?

Answer 8

Organising and structuring other information that is presented to children.

Question 9

What does the term ingroup refer to?

Answer 9

The groups with which a person identifies.

Question 10

What does cognitive processing develop?

Answer 10

An ingroup/outgroup bias.

Question 11

What happens once a child has identified with any group(s)?

Answer 11

It leads them to positively evaluate their own group and negatively evaluate the outgroup.

Question 12

Why once people have identified with any group do they positively evaluate their own group and negatively evaluate the outgroup?

Answer 12

Because it enhances their self-esteem.

It also motivates a child to be like their own group and avoid the behaviours of the other group.

it also leads them to actively seek info about what their ingroup does, i.e. to acquire ingroup schemas.

Question 13

What does GST say about the focus on ingroup and outgroup schemas?

Answer 13

According to GST, from an early age, before gender constancy, children focus on ingroup schemas and avoid behaviours that belong to outgroup schemas.

Question 14

What are the natural and evolutionary benefits of cognitive processing developing ingroup and outgroup bias?

Answer 14

• Maximisation of ingroup positive qualities.
• Maximisation of outgroup negative qualities.
• This builds self-esteem and reinforces stereotypes.

Question 15

What is an important aspect of GST?

What can it explain?

Answer 15

It can explain the power of gender beliefs.

Question 16

What do gender beliefs lead children to do?

Answer 16

Hold very fixed gender attitudes because they ignore any information they encounter that is not consistent with ingroup information.

Question 17

Why, according to GST, is info that isn’t schema-consistent ignored or disregarded and what effect does this have?

Answer 17

It is because attention and working memory rely on top-down influence from stored schematic info.

We don’t ignore outgroup info on purpose; it’s never perceived.

In this way gender schemas have a profound effect on hat is remembered and our perceptions of the world around us.

Question 18

What does play with other children lead children to believe?

Answer 18

That all girls share the same interests and all boys share the same interests, and to avoid children of the opposite sex.

Question 19

In what stage of Kohlberg’s GST did peer relationships have an impact?

Answer 19

Gender constancy stage.

Question 20

What do children develop knowledge about when forming peer relationships?

Answer 20

Knowledge of the potential consequences associated with different social relationships.

As they get older, they learn that everyone has the same biases (theory of mind), This means that they will fear rejection or hostility from peers if they form relationships with outgroup members (Martin, 1991).
(This explains why and not just how constancy happens.)

Question 21

What did Martin (1991) say was the cause of gender constancy?

Answer 21

As children get older, they learn that everyone has the same biases (theory of mind), This means that they will fear rejection or hostility from peers if they form relationships with outgroup members (Martin, 1991).

Question 22

How do gender schemas influence a child’s peer relationships?

Answer 22

They influence the likelihood of developing social relationships with the same- and opposite-sex peers (Martin, 1991).