GENDER SCHEMA THEORY AND ROLE IN CULTURE

Gender schema theory was introduced by psychologist Sandra Bern in 1981 and stated
that children learn about male and female roles from the culture in which they live. According to
the theory, children adjust their behavior to align with the gender norms of their culture from the
earliest stages of social development.
Bern’s theory was influenced by the cognitive revolution of the 1960s and 1970s as well
as her desire to remedy what she believed to be shortcomings in the psychoanalytic and social
learning theories of the time.
She suggested that Freudian theories were too focused on the influence of anatomy on
gender development. Instead, Bern proposed that a child’s cognitive (Process of knowing and
learning) development combined with societal influences largely influence the patterns of
thoughts (schema) that state "male" and "female" traits.

Gender schema is a mental framework that organizes and guides a child’s understanding of
information relevant to gender.
For example information about which toys are for girls and which toys are for boys form
schema that guides behavior. According to gender schema theory, children first develop a
simplified concept of male-female distinction and later on apply it universally.
First of all children learn what sex they are. Then they develop a concept of what
it means to be male or female in their culture, and on the basis of the development of
this concept they begin to take on gender roles
Whatever observations they have of men and women, they organize those around the
gender schema that they have formed as a result of their observation of how their society
classifies behavior as male and female including clothes and toys etc.
For example a child observes that it is always the mother who cooks, and the father is
always the one who fixes electrical machines and faults. Gradually, he develops the concepts that
household tasks are meant to be done by the mother (woman), and tougher tasks are handled by
the father (man).
This leads to the adaptation of other similar ideas and perceptions, a realization that men
are strong and women weak.
Cultural Influences on Gender Schema

Gender schemas (mental representation) have an impact not only on how people process
information but on the attitudes and beliefs that direct "gender-appropriate" behavior.
For example, a child who lives in a very traditional culture might believe that a woman’s
role is in the caring and raising of children, while a man’s role is in work and industry. Through
these observations, children form schema related to what men and women can and cannot.
It also states a person's value and potential in that culture. For example, a girl raised in a
traditional culture might believe that the only path available to her as a woman is to get married
and raise kids. By contrast, a girl raised in a more progressive culture might pursue a career,
avoid having children, or decide not to get married.
Many of these influences are obvious, while others are difficult to analyze. For example,
even the placement of gender titles in vocabulary ("how men and women are meant to behave")
places women in a secondary position by rule. All of these influences add up to how gender
schema is formed.

Consequences of Nonconformity (Failure or refusal to prevalent rules or practices)

Within this construct, men and women are aware of the consequences of not adhering to
the cultural norm. A woman who decides to pursue a career, for example, might be considered
"uppity" in traditional culture or be considered "unfair" or "disrespectful" to her husband if she
doesn't take his last name.
On the other side, even in more progressive societies, men may be subject to disapproval
for being the stay-at-home parent, while a woman may be described as "old-fashioned" or
"backward" if she adheres to a more traditional "housewife" role.
When subjected to societal disapproval, people will often feel pressured to change their
behavior or face rejection by those who disapprove of them.
Stage Age Description

Gender identification 2-3.5 Children believe it is possible to change sex by wearing

years clothes of opposite sex. They identify household
stereotypes.

Gender stability 3.5-4.5 Sex is stable over time. Children may play with toys
belong to opposite sex but they do not own them.
years
Children apply labels to self and others.

Gender consistency 4.5-7 Sex is stable. Children value and imitate same sex
years behavior. This leads to development of gender
appropriate sex attributes.