PSYCHOLOGICAL EXPLANATIONS Cognitive development theory Kohlberg’s stages of gender development

Kohlberg’s stages of development gender consistency3-7 years Retain gender for a lifetime permanent despite physical appearance 2-3 yearsgender stability 7-12 yearsrecognise they are male and female Gender identityrely on superficial signs Knowledge is fragile Value behaviours and attitudes associated with their gender

Modal essays Read through the modal essays individually Highlight the different sections (A01, A02, A03) Annotate on the essay the strengths and weaknesses. Using the mark scheme, what grade would you give the essay. You are the examiner As a group, on the big whiteboards Strengths and weaknesses Final grade for the essay.

Response C There is some knowledge of Kohlberg’s theory of gender development evident, although there is a lack of clarity in parts. For example it is not clear what is meant by ‘gender stability’ from the expansion – “if a child saw a woman in parts they’ll think it is a man”. There is an attempt to evaluate but this is only partly effective. For example, it is not explained why the point about nature/nurture is a strength; and there is no link back to the question with respect to cultural validity. The answer lacks clarity and the meaning is sometimes obscured by poor spelling. There is occasional inappropriate use of specialist terminology eg the first sentence of the last paragraph refers to ‘cognition’ but probably means ‘gender development’. This is a Level 2 answer – the description is largely accurate but lacks sufficient detail and the evaluation is only partly effective. There is a general lack of clarity and precision. Mark awarded = 6

Response A Knowledge of Kohlberg’s explanation of gender development is accurate and contains sufficient detail of the relevant stages. There is a slight inaccurate use of the term ‘self-socialism’ in paragraph 4, but the correct term ‘self-socialisation’ is used later. There is effective evaluative comment, with the points generally explained rather than simply stated. There is also appropriate selection and use of evidence to support Kohlberg (eg Slaby and Frey). The answer is clear and coherent with good use of paragraphing. Specialist terminology is used largely effectively throughout the answer (eg naming of the stages; qualitative nature of the stages; external validity; maturation etc.) and the answer is succinct and focused. This is a Level 4 answer – it contains sufficient knowledge and effective discussion for this level. Mark awarded = 14

Response B Knowledge of Kohlberg’s theory is evident and the three stages are accurate although there is some detail lacking. For example, it is not explained that gender labelling means that a child recognises that s/he is male or female. The description includes some general information about the theory eg being ‘cognitive’ and developing in ‘qualitatively different stages’. The evaluative points are fairly well explained with respect to the theory and the points are therefore effective. The final point regarding underestimating children’s ability to understand gender would have been enhanced with some evidence to support the claim. The answer is coherent and succinct and uses specialist terminology reasonably effectively. This is a Level 3 answer – although the description and evaluation lack sufficient detail for the top level, the answer is well organised and the material is accurate with effective evaluation. Due to the brevity of the answer it is at the lower end of the mark allocation. Mark awarded = 9

Task In your pairs. Improve the points from the responses you identified as weaknesses. The second stage is gender stability this is where the child believes that gender is fixed across time and not situations. This occurs at the age of 5. For example if a child saw a women in parts they’ll think it’s a man. A strength of this study is that it provides strength for nature and nurture…. However it can be criticised for underestimating a childs ability in cognition because it has been found that gender constancy can occur earlier….

Task Ground the research that support/refute Kohlberg’s theory of gender development.

Evidence: Slaby and Frey (1975) Set out to determine whether children’s attention to same-sex models was influenced by their level of gender constancy. 55, 2- 5-year-olds. Used a Gender concept interview Level of gender constancy was assessed by using a series of fourteen questions and counter-questions. Children were classified as low on gender constancy if they answered incorrectly on the gender labelling or gender stability items, and otherwise were identified as high on gender constancy. Children's responses to the questions seemed to support Kohlberg’s sequence of gender identity development Several weeks after this interview the children were shown a short film showing a man and a woman engaging in simple parallel activities on different sides of the screen. The amount of time that children’s eyes were fixated on each side of the screen was measured. Children that appreciated the stability of gender were more likely than children with a less mature gender concept to attend to the same sex model on tape.

Evidence Martin and Little (1990) Measured gender concepts, sex-typed preferences and stereotyped knowledge in children aged 3-5. Gender concept measure included the ability to identify and to discriminate the sexes, understand gender group membership, temporal stability of gender and gender consistency over situational changes. Only rudimentary gender understanding is needed before children learn about sex stereotypes and show strong sex-type preferences for peers and toys.

Evidence Martin and Little (1990) Measured gender concepts, sex-typed preferences and stereotyped knowledge in children aged 3-5. Gender concept measure included the ability to identify and to discriminate the sexes, understand gender group membership, temporal stability of gender and gender consistency over situational changes. Only rudimentary gender understanding is needed before children learn about sex stereotypes and show strong sex-type preferences for peers and toys.

Evidence Universal sequence of development Munro et al (1984) cross-cultural findings confirm the three stages. The sequence of development of the gender concept is similar in other cultures (kenya, Nepal, Belize and Samoa) Cross culturally, biological development (especially brain maturity) is similar, lending credibility to claims that cognitive maturation is more important than different social experiences in gender concept development.

Task Wider evaluation points

Wider evaluation Ages and Stages Kohlberg’s underestimation of age at which gender identity occurs e.g. children seek out same-sex playmates earlier than the proposed gender identity stage Bussey and Bandura (1999) ‘long before children have attained gender constancy they prefer to play with traditional toys associated with their gender, to model their behaviour after same-sex models and to reward peers for gender appropriate behaviour. 2 year old boys prefer masculine toys before they have even become aware that these are more appropriate for boys. Kuhn et al (1978) and Maccoby (1980) found that 3 year olds have learned many gender-role stereotypes and already prefer same-sex activities or playmates long before they begin to attend selectively to same-sex models. Wehren and Delisi (1983) Children grasp the concept earlier when applied to themselves than when applied to others.

Wider evaluation Aspects of gender development that the cognitive approach has difficulty explaining e.g. consistent gender differences. For example, most studies have found that boys’ thinking about gender is more rigid than girls’ but this is difficult to account for in the cognitive approach. There are the universal features of gender role that are found in all cultures that suggest that some elements of gender are innate.

Wider evaluation – application Its contribution has primarily been to describe the relevant processes rather than to explain them. Kohlberg’s stages, for example, tell us how children are likely to think at different ages but relatively little about why gender thinking changes in this way. The reliance on quasi experimental methods is problematic for the same reason. Such studies can tell us that boys and girls think differently or that seven year- olds think differently from four year- olds but do not allow us not make causal inferences about why. Comparison with other explanations e.g. gender schema theory.

Wider evaluation Another issue is that it may well be that children are at these stages earlier, but because of limits in their language skills they are not able to verbalise this. Therefore it could be less of a theory of gender development and more a theory of the ability to talk about different concepts of gender. Takes a very broad approach. Not all children have the same understanding of gender and it doesn't account for how gender changes over time. For example, 50 years ago childcare would be primarily the job of women, but nowadays it would seem odd if a father didn't get involved in childcare.

IDA Nature vs. nurture debate Determinism Cultural relativity: Alternative approaches e.g. biological factors in gender development.

Glue and stick the modal essay Get your spider diagram plan out. Add anything to the essay plan that we have covered today.

Plenary On the sticky note, write one question about gender development you are unsure about/ think is interesting from your reading at home. Stick post-it notes on board with name on top.

Friday lesson Read through Gender Schema Theory of gender development (If not orange sheet will be given) Test on the research we have looked at today