Starter 1- whiteboards
• Outline the difference between
• Gender Stability
• Gender consistency
• (3 marks)
Today
• Evaluate Gender Consistency and Gender
Schema theories of Gender
• Evaluate the Cognitive approach to Gender
• Compare and Evaluate three approaches in
Psychology (to gender)
• Complete a revision quiz on Gender topics so
far
Plan the following on the wall
boards
Use bullet points
Describe and evaluate Kohlberg’s
explanation of gender development
(16 marks)
Sample answers
• Mark the exam questions out of sixteen
Describe and evaluate Kohlberg’s explanation of
gender development (16 marks)
• A01- 6
• A03- 10
Examiners
“Most students were able to outline the stages
but to get top band they needed to discuss
processes or concepts such as stage
theory/maturation”
“ Students struggle to explain the difference
between gender development theory and
gender schema”
Schemas- Discuss
• What are they?
• Why are they useful?
• Why are they problematic?
• How do they link to Gender?
How is Gender Schema different
from kohlberg?
• Suggests children are motivated at a younger
age
• Gender identity at three triggers children then
searching for schema to make sense of gender
• Children do not need to have the concept of
gender being permanent to develop gender
identity
Martin, Eisenbud & Rose (1995)
Boys played with toys they were told were for
boys
Girls played with toys they were told were for
girls
How does this support Gender Schema Theory?
Read Eisenbrg et al (1982)Why is this problematic?
Starter
Outline on the whiteboards what the Gender
Schema theory challenges in the Gender
Consistency theory
Today
• Evaluate Gender Consistency and Gender
Schema theories of Gender
• Evaluate the Cognitive approach to Gender
• Compare and Evaluate three approaches in
Psychology (to gender)
• Complete a revision quiz on Gender topics so
far
IDA-nature/nurture
Gender schema theory is largely _______ but there is an element of
________ here.
________plays a part in shaping what goes into a child’s schemas for instance
observing and learning that pink is for girls and blue is for boys or that girls
play with dolls and boys with cars. This is purely a product of the
_____________and it could and does easily change from culture to culture
and over _______for instance _______was a boys colour in Victorian England
until the early 1900’s. The _______part is that the need and development of
schema’s cognitively is innate and we all have them and they develop in
children as the brain develops.
The interaction of nature and nurture here can explain differences around the
world but also ____________in gender development and gives __________to
the theory. It can be argued however that it ignores other explanations such
as ____________ and more heavily biological explanations of gender which
could mean it is limited in its approach.
Strength
Evolutionary Nurturex2
Naturex2
Environment similarities
time
Pink
Evaluation continued
• Cognitive approach- Acknowledges that cognition plays a role
in gender development – this is often ignored in other
explanations e.g. biological and biosocial.
• Cognitive approach- General problems with measuring
cognition- RESEARCH
• Gender Schema- has a more flexible explanation of gender
development than G.C.T and is supported by a wealth of
research.
• Useful - Fruitful support for why stereotypes exist
• Useful- Important implications- can inform policy to challenge
stereotypes
• Still missing- Difficulties in explaining individual differences
(especially if they are exposed to similar information) - not all
children conform to gender specific behaviour.
Approaches table- Evaluation
• Group 1 Biological
• Group 2 Cognitive
• Group 3 Social
Fill in the table and complete an IdA paragraph
on your approach to gender
Quiz
Homework
• Read the Social Powerpoint (Psych 205)
• Teacher pages> Sam > A2> Homework
• Complete information in packs on social
explanations of Gender
Monday
DIRT and essay feedback on first lesson next
week