1. Gender consistency theory test All questions are worth 1 mark unless otherwise stated. 1.Whose theory is it? 2.Which approach does the theory come from? 3.Name the three stages and put them in the correct order (4 marks) 4.When which stage is achieved should children show gender appropriate behaviour? 5.The process of a child’s thinking about gender drives their gender socialisation. What is this process called? 6.Slaby and Frey’s study agreed with a key idea from the theory – which bit of it did it agree with? 7.Martin and Little’s research disagreed with the theory – why?

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. What were the pieces of research we looked at last lesson? Overall validity/reliability of the research Research

5. Wider 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 for example. 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. lack of explanation regarding how such schemas are originally acquired.

6. Wider evaluation Explanatory, rather than simply descriptive. Looks at the process and not simply just the content of gender: can help explain some of the processes by which gender stereotypes become so psychologically ingrained in our society. It accounts for the active role children play in gender development. Rather than simply acquiring it, this theory states that children actively gather information concerning the behaviour and attitudes displayed by their gender. However, this could be criticised as reductionist, as it places too much emphasis on the role of the individual, disregarding social factors such as reward and punishment by parents. It is assumed it should be possible to change children’s behaviour by changing their schemas. In fact, it is very difficult to change behaviour even if certain beliefs are held.

7. Wider evaluation Applications 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. Understanding student behaviour in the classroom – help educators promote gender equality – how you ask questions

8. nature vs. nurture Determinism vs. free-will Cultural bias Comparison to other approaches IDA

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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.