1. Using the information below create an IDA point for Kohlberg’s constancy theory interaction between nature and nurture holistic explanation of gender development compared to other approaches Kohlberg's theory describes gender development using three qualitative stages. Starter 5 Minutes

2. 1.What is a schema? 2.What two schema’s are involved in the model proposed by Martin and Halverson (1981)? 3.When do children start to develop the schemas? 4.What's the difference between Kohlberg’s constancy theory and Martin and Halverson’s Gender schema theory? Starter: gender schema theory 5 Minutes

3. 1.What is a schema? A mental structure that guides the processing of information and experience 2.What two schema’s are involved in the model proposed by Martin and Halverson (1981)? In-group – out-group schema, ‘own sex’ schema 3.When do children start to develop the schemas? As soon as children are able to label themselves as boys or girls. 4.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 Minutes

4. 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 with

5. 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?

6. 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 day

7. 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.

8. 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.

9. 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 Research

10. Complete the comparison table Include Description Evidence to support/refute reliability/validity of Kohlberg’s Be as brief as you can, this is only a recap! Use bullet points only! Re-cap cognitive theories… 10 Minutes GSTGCT AO1 Studies Reliability Validity

11. 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.

12. Approaches: Bus Stops groups B1! Biological Somer Remi Anna Milly Cognitive 2 Megan Laura Weam Rhea Social Eilidh Bronte Edy Aoife Biological 2 Adam Zoe Margaret Bronte Cognitive Sophia Sian Morgan

13. Approaches: Bus Stops groups E1! Biological Saffron B Jake Ellie Oli Cognitive 2 Phoebe Hayley George T Saffron H Social Marley Abbie Izzy P Daniel Flo Biological 2 Madeleine George F Rosie Phoebe H Cognitive Sam Amelia Rosa Isy M

14. How would other approaches explain gender 1.Complete the row on the table for your assigned approach 2.Using the table, write a paragraph on the big whiteboards that explains your approach to gender 15 Minutes

15. 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 approach

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

17. 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.

18. 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 schematic Understanding student behaviour in the classroom – help educators promote gender equality – how you ask questions lack of explanation regarding how such schemas are originally acquired.