Gender schema theory

The Gender schema theory proposes that children learn from the culture in which they live a concept of what it means to be male and female. In other words, children adjust their behavior according to their gender norms and expectations. This theory states that the developing child internalizes gender lenses that are embedded in the discourse and social practices of the culture, and that these lenses predispose the individual to construct a self-identity that is consistent with these lenses. [cite journal |author=Mary A. Lemons, Monica Parzinger |title=Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology |journal=J Bus Psychol |volume=22 |pages=91–98 |year=2007 |url=http://www.springerlink.com/content/b220k15g30220q6h/fulltext.pdf |format=PDF |doi=10.1007/s10869-007-9050-0] In his book, David G. Myer writes that "one's concept of maleness and femaleness influences one's perceptions and behavior"(133). [David G.Myers: Nature, Nurture, and Human Diversity". Ed. Kevin Feyens, Renée Altier. Worth Publishers, 2007, pp. 132-133. ISBN 0-7167-2831-1]

Description

Gender schemata is essential in gender role development and it emerges in early childhood. [cite journal |author=Mary A. Hudak |title=Gender Schema Theory Revisited:Men's Stereotypes of American WomenMary A. |journal=sex roles |volume=28 |pages=280 |year=1993 |url=http://www.springerlink.com/content/q3g4231024r73572/fulltext.pdf |format=PDF] In your own childhood, as you struggled to comprehend the world, you – like other children – formed concepts, or schema, including a schema for your own gender. Gender then became a lens through which you viewed your experiences. [David G.Myers: Nature, Nurture, and Human Diversity". Ed. Kevin Feyens, Renée Altier. Worth Publishers, 2007, pp. 132-133. ISBN 0-7167-2831-1] Before age 1, children begin to discriminate male and female voices and faces. After age 2, language forces children to begin organizing their worlds on the basis of gender. [David G.Myers: Nature, Nurture, and Human Diversity". Ed. Kevin Feyens, Renée Altier. Worth Publishers, 2007, pp. 132-133. ISBN 0-7167-2831-1] Sex differences in children's activities and preferences emerge early. David G. Myers gives an example that states "English uses the pronouns "he" and "she"; other languages classify objects as masculine ("le train") or feminine ("la table"). As children, individuals examine the gender appropriateness of behavior, becoming gender conformists by rejecting behavior that does not match their sex or becoming gender nonconformists by rejecting traditional gender-roles. [cite journal |author=Mary A. Lemons, Monica Parzinger |title=Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology |journal=J Bus Psychol |volume=22 |pages=91–98 |year=2007 |url=http://www.springerlink.com/content/b220k15g30220q6h/fulltext.pdf |format=PDF |doi=10.1007/s10869-007-9050-0] Preschool boys spend substantially more time playing in outdoor settings and participate in more active and dynamic play than preschool girls. [cite journal |author=Isabelle D.Cherny |title=Children's and Adult's Recall of Sex-Stereotyped Toy Pictures: Effects of Presentation and Memory Task |journal=Infant and Child Development |volume=14 |pages=11–27 |year=2005 |url=http://www3.interscience.wiley.com/cgi-bin/abstract/109857680/ABSTRACT?CRETRY=1&SRETRY=0 |format=HTML |doi=10.1002/icd.372] Conversely, preschool girls tend to play indoors more frequently and to engage in more static types of play (dolls, stuffed animals, art supples, etc) than preschool boys. [cite journal |author=Isabelle D.Cherny |title=Children's and Adult's Recall of Sex-Stereotyped Toy Pictures: Effects of Presentation and Memory Task |journal=Infant and Child Development |volume=14 |pages=11–27 |year=2005 |url=http://www3.interscience.wiley.com/cgi-bin/abstract/109857680/ABSTRACT?CRETRY=1&SRETRY=0 |format=HTML |doi=10.1002/icd.372] Through language, dress, toys, and songs, social learning shapes gender schemas. Children then compare themselves with their concept of gender ("I am male - thus, masculine, strong, aggressive," or "I am female - therefore, feminine, sweet, and helpful") and adjust their behavior accordingly. [David G.Myers: Nature, Nurture, and Human Diversity". Ed. Kevin Feyens, Renée Altier. Worth Publishers, 2007, pp. 132-133. ISBN 0-7167-2831-1]

Negative consequences

Since the gender schema theory is a categorization of males and females, it explains that gender-stereotyped behaviors and attitudes may occur. In the United States, it is suggested that the male rather than the female proposes marriage, community leadership is typically in the hands of men, and women put more emphasis on family than their rights. [cite journal |author=Mary A. Lemons, Monica Parzinger |title=Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology |journal=J Bus Psychol |volume=22 |pages=91–98 |year=2007 |url=http://www.springerlink.com/content/b220k15g30220q6h/fulltext.pdf |format=PDF |doi=10.1007/s10869-007-9050-0] This theory also adds to the explanation of behaviors and attitudes in the workplace that may adversely affect women in technology. Mary A. Lemons states in her research that "a man's success is usually attributed to skill, a woman's success on the identical task is usually attributed to luck; conversely, men's failure is attributed to bad luck while women's failure is attributed to low ability. [cite journal |author=Mary A. Lemons, Monica Parzinger |title=Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology |journal=J Bus Psychol |volume=22 |pages=91–98 |year=2007 |url=http://www.springerlink.com/content/b220k15g30220q6h/fulltext.pdf |format=PDF |doi=10.1007/s10869-007-9050-0] Thus, this ultimately leads to the androcentrism part of the Gender Schema theory which suggests that the standards are created from the male point of view, so everything different from this category is considered a deviation from the standard as well as an inferior departure. [cite journal |author=Mary A. Lemons, Monica Parzinger |title=Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology |journal=J Bus Psychol |volume=22 |pages=91–98 |year=2007 |url=http://www.springerlink.com/content/b220k15g30220q6h/fulltext.pdf |format=PDF |doi=10.1007/s10869-007-9050-0]

References