Using the information below create an IDA point for Kohlber - PowerPoint Presentation

Slide1

Using the information below create an IDA point for Kohlberg’s constancy theoryinteraction between nature and nurtureholistic explanation of gender development compared to other approaches Kohlberg's theory describes gender development using three qualitative stages.

Starter

5 MinutesSlide2

What is a schema? What two schema’s are involved in the model proposed by Martin and Halverson (1981)?

When do children start to develop the schemas?What's the difference between Kohlberg’s constancy theory and Martin and Halverson’s Gender schema theory?

Starter: gender schema theory

5 MinutesSlide3

What is a schema? A mental structure that guides the processing of information and experience

What two schema’s are involved in the model proposed by Martin and Halverson (1981)? In-group – out-group schema, ‘own sex’ schemaWhen do children start to develop the schemas? As soon as children are able to label themselves as boys or girls

.What's the difference between Kohlberg’s constancy theory and Martin and Halverson’s Gender schema theory

?

Predict when children will begin to absorb gender-relevant knowledge.

Kohlberg

= Gender Constancy/ Martin and Halverson = Gender Identity, or as soon as the children have some awareness or which group they belong to.

Starter: gender schema theory

5 MinutesSlide4

You are on your own at a party and you meet this girl..

You want to try to make conversation

Write down three topics you might attempt to engage her in conversation withSlide5

You don’t have a lot of success with the girl you met, so you try to chat to this boy

Write down three topics you might attempt to engage him in conversation with

Were the topics of conversation different this time?Slide6

Imagine that this is your friend’s 8 year old daughter

She has asked you to look after her for the day while she goes for a job interview

Write down a list of activities you could engage in with her to keep her occupied for the daySlide7

What is a schema?A schema is a cognitive framework that helps organise and interpret information. Schemas can be useful because they allow us to take shortcuts in interpreting the vast amount of information that is available in our environment.

Gender schema theory- refers to the theory that children learn about what it means to be male and female from the culture in which they live. According to this theory, children adjust their behaviour to fit in with the gender norms and expectations of their culture.Slide8

gender schemas lead to the regulation of behaviors that conform to the cultural definition of what it means to be male or female.child’s cognitive development combined with societal influences These gender schemas then have an impact not only on how people process social information, but also on their

attitudes, beliefs and behaviour. People engage in behaviour that are consistent with their schema for gender appropriate behaviour. explain why children hold very fixed gender attitudes: it is because they ignore any information they encounter that is not consistent with in-group information. Slide9

Visit each piece of research on the whiteboard.How does each piece of research LINK to gender schema theory.Overall validity/reliability of the research

ResearchSlide10

Complete the comparison table IncludeDescriptionEvidence to support/refutereliability/validity of Kohlberg’sBe as brief as you can, this is only a recap! Use bullet points only!

Re-cap

cognitive theories…

10

Minutes

G

ST

GCT

AO1

Studies

Reliability

ValiditySlide11

IDA: nature vs. nurture

This

theory suggests that we innately organise information in order to make sense of the world around us, children develop gender schemata for this reason. However this theory also suggests that gender schemata develops as a result of social and environmental factors thus emphasises the role of nurture in gender development.This provides a logical explanation for why gender stereotypes develop, and creates a more flexible way of explaining a child's understanding of gender than the gender consistency theory. However, a problem with this is that the theory ignores the role of biological factors in gender development which may lead to a limited understanding of gender, particularly as there is a wealth of evidence that suggests genes and hormones play a role in gender behaviour and identity.Slide12

Approaches: Bus Stops groups B1!

Biological

Somer

Remi

Anna

Milly

Cognitive 2

Megan

Laura

Weam

Rhea

Social

Eilidh

Bronte

Edy AoifeBiological 2AdamZoeMargaret Bronte

Cognitive

Sophia

Sian

MorganSlide13

Approaches: Bus Stops groups E1!

Biological

Saffron B

Jake

Ellie

Oli

Cognitive 2

Phoebe

Hayley

George T

Saffron H

Social

Marley

Abbie

Izzy PDanielFloBiological 2MadeleineGeorge FRosiePhoebe HCognitiveSamAmelia

Rosa

Isy

MSlide14

How would other approaches explain gender

Complete the row on the table for your assigned approach

Using the table, write a paragraph on the big whiteboards that explains your approach to gender

15 MinutesSlide15

A02 Bus Stops!

15 Minutes

Move around in your teams to each ‘stop

’…. You have 3 minutes at each stop!

Use the information from the whiteboards to complete the table for each approachSlide16

PlenaryOn the sticky note, write one question about gender development you are unsure about.Stick post-it notes on board with name on top. Slide17

Evaluation

Difficulties with researching cognitions and with using children as participants

More flexible than GCT and supported by a wealth of research.

Explains why children may have a more rigid view of gender – they do not accept information that goes against their schema.

Difficulties in explaining individual differences – not all children conform to gender stereotypical behaviour

. Those who are raised as gender neutral

process and not content of gender: can help explain some of the processes by which gender stereotypes become so psychologically ingrained in our society

.

teaching alternative schemata to children so that they are less likely to build and maintain a gender schema

.raise consciousness that the male/female dichotomy is used as an organizing framework, often unnecessarily, especially in the school curriculum. She stressed that the omnirelevance of gender has a negative impact on society,

individuals simply as passive bystanders in the development of gender schemas rather and ignores the complex forces that contribute to the construction of gender.Slide18

Another limitation of this theory is the issue of individual differences. Gender schema theory cannot explain why different children with much of the same environmental influences respond differently to gender-appropriate behaviour. For example, this theory cannot explain why some girls may prefer action figures and some boys may prefer Barbies. This may be due to biological differences such as genes and hormones, which gender schema theory largely ignores.

There may be a gender bias in this research. Studies have shown that girls are more willing to do masculine activities than boys are to do feminine activities. Thus, the development of gender schemas may be different for each gender. This may be due to social stigma: masculine traits and activities are seen as more desirable, and thus girls are more likely to have or perform them.Vary in the degree they are gender schematicUnderstanding student behaviour in the classroom – help educators

promote gender equality – how you ask questionslack of explanation regarding how such schemas are originally acquired.