Gender Schema Theory - Gender Flashcards

1
Q

What is a schema?

A

Packages of knowledge - develop these from birth and add to them through life

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2
Q

When do children begin to build a schema about their gender identity?

A

From age 3 - helps organise and interpret info about gender

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3
Q

What is the first gender schema to develop?

A

In-group and out-group - what toys + activities are suitable

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4
Q

What is the own-gender schema?

A

How boys and girls should behave

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5
Q

What are Martin’s 3 stages?

A
  • 2-4: Children learn to associate certain things with certain sexes
  • 4-6: Link up to gender stereotyped info + begin to infer (make guesses) about behaviour
  • 8: Make inferences about the opposite sex
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6
Q

What happens if new info is received that doesn’t fit the schema?

A

The schema needs to be distorted to fit the new information

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7
Q

What did Martin et al do?

A

Showed 5-6 year olds pictures of different sexes doing inconsistent activities (e.g a girl sawing wood) and consistent activities (e.g. a boy playing with a train)

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8
Q

What did Martin et al find?

A
  • A week late the schema consistent pictures were remembered better than the inconsistent.
  • Inconsistent pictures were remembered by making them schema consistent (e.g changing the gender around)
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9
Q

What does Martin et al’s study show?

A

Supports the theory as shows why children’s gender role attitudes and beliefs hardly change as new info in distorted to fit existing schemas

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10
Q

How does Martin’s study address PAS?

A

This study used photos of gender activities which is not very scientific - operationalises gender if different ways

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11
Q

What did Levy et al do?

A

Children undertook a 2 part interview that assessed the degree of gender schematisation

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12
Q

What did Levy et al find?

A
  • Children’s gender schematisation and other cognitive gender schema factors were strongly associated with children’s accuracy in attributing gender-role stereotypes to both males and females
  • Stage of gender consistency was not significantly correlated with any of children’s gender-role stereotype attributions
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13
Q

What does Levy et al’s study show?

A
  • Further evidence for importance of gender schemas in early gender role development
  • Shows gender schemas are more important than gender consistency
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14
Q

How does Levy et al’s study address RWA and N/N?

A

RWA: Shows its really important to help young children having less stereotypes gender roles as this will not change throughout life
N/N: Schemas are created from birth = nature BUT society effects them e.g. how equal society is - if women are less equal schemas will reflect this

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