Gender Schema Theory

Q: Evidence Against Gender Schema Theory

There are two studies that have found evidence against __Martin and Halverson’s__ gender schema.

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Martin and Halverson (1981) Gender Schema Theory

The gender schema theory combines the social learning approach with the cognitive development theory. It involves children generating schema using gender stereotypes.

Martin and Halverson (1981)

Two approaches are combined for Martin and Halverson’s (1981) gender schema theory:
- Social learning.
  - This involves children observing and imitating behaviours of another person (a role model).
- Cognitive development.

Cognitive development theory

Cognitive development theory was developed by Piaget.
It suggests that children develop their thinking skills and cognitive ability through four stages.
Piaget also discussed the idea of schema which are mental representations of objects/actions/ideas.
For example, children develop schema of birds: two wings, legs, chirp, build nests.

Gender schema theory

The gender schema theory involves children using gender stereotypes to construct their understanding of gender.
Stereotyping is how children deem what is appropriate for the two genders.
There are two groups: in-group and out-group.
The children sort incoming information into these two categories.
Children will process incoming information, filter out anything deemed ‘out-group’ and focus in on in-group activities, behaviours, and objects.

In-group and out-group

In-group: anything that fits into the category.
- For example, when creating an in group for being a boy, the boy would classify the colour blue, toy trucks, toy tools, getting dirty, etc. as being ‘in-group’
Out-group: anything that does not fit into the category.
- For example, the out-group for being a boy would contain: the colour pink, dolls, dresses, tea parties, etc.
Children will develop a bias towards the in-group as it matches with their gender.

Development

By using stereotypes, however, this can lead to a limited and narrow range of what they deem ‘in-group’. They can be discriminatory towards out-group activities and objects. For example, boys can say playing with dolls is ‘for girls’.
As children age and develop cognitively, they can appreciate that gender is not rigidly defined by narrow in-groups. Boys and girls can partake in and enjoy a range of activities that they may have once deemed ‘out-group’.

Evidence for Gender Schema Theory

There are several studies that provide evidence for this theory.

Martin and Halverson (1983)

Martin and Halverson (1983) discovered evidence to support their theory.
They presented boys and girls with drawings of gendered activities.
- For example, a girl playing with dolls or a boy playing with trucks.

Martin and Halverson (1983) findings

The children were more likely to remember the images when the gender matched the stereotyped activity.
- For instance, they were less likely to remember an image of a girl sawing wood or a boy playing house.

Bradbard et al. (1986)

Bradbard et al. (1986) also studied children’s memory, this time how it related to gendered toys.
They allowed the children to look at sex-specific boxes of toys for 6 minutes.
The children were then tested one week later about information regarding the toys.

Bradbard et al. (1986) findings

Their results showed that children were more likely to play with and remember sex-stereotyped toys that corresponded with their gender.
- For example, a girl was more likely to play with dolls, which suggests they were showing bias towards their in-group gender schema.

Martin et al (1995)

Finally, a study done by Martin et al (1995) found that 4 and 5 year children consistently played with toys that matched their gender.
Boys played with boy toys and girls played with girl toys.

Evidence Against Gender Schema Theory

There are two studies that have found evidence against Martin and Halverson’s gender schema.

Campbell et al (2002)

Campbell et al (2002) proposed that gender schema may not be the primary factor in developing gender.
They studied children and found that even when a child is aware of their own gender and the stereotypes, it did not affect how much they involved themselves in gender stereotyped behaviours.

Alexander et al (2009)

Another critique was raised by Alexander et al (2009) who stated that the age at which children develop gender schema is actually younger than originally proposed.
Alexander and team studied 3 to 9 month old infants.

Alexander et al (2009) findings

They showed the infants a doll and a toy truck.
Using eye-tracking technology, the results showed that the boys looked at the truck more than the girls and the girls looked at the doll more than they boys.
This indicates that preferences for gender stereotyped toys develops at an earlier age.