Gender Schema Theory

Gender schema theory describes the development of gender identity by combining aspects of cognitive learning theory with sociocultural elements of social learning theory. Gender identity is influenced by persons observing others and learning their actions, ultimately accomplishing different culturally specific cognitive tasks particular to males and to females. Children are active agents in the creation of their own gender identities, creating mental categories through cognitive maturation and environmental observation of behaviors identified as either male or female. Children follow culturally prescribed attributes by adjusting their own behaviors and norms according to their own sex.

Drawing from the cognitive developmental theory described by Jean Piaget, these mental categories or frameworks are labeled as schemas and serve as ways in which information is organized and stored for later use. Schemas are relationships between information and social experience that constantly undergo change. Their use enables persons to evaluate information efficiently, consistent with what already is known; to process new information on the basis of its similarity to the known; and to assess the relevance of inconsistent information. Schemas become more elaborated through a complex set of processes. Information is observed and (a) is internalized into existing schemas housing similar information, (b) is viewed as not relevant and ignored, or (c) is deemed relevant but inconsistent with known information and thus is placed into new schemas where similar information attained in the future will be housed. In addition to influencing information processing, schemas impact problem solving and memory as well as serve to regulate personal behavior.

Gender schemas are described by Sandra Bem as the mental frameworks in which persons organize information concerning those attributes associated with being masculine or male and being feminine or female. Piaget believed that the first social categories children learn are based on sex. Thus, children learn whether they are boys or girls. Gender schema theory asserts that what follows is learning behaviors, attributes, and roles associated with those sex differences. For example, a boy who has acquired the gender schema of being male and masculine might say, “I am a boy. Boys do not play with baby dolls. I play with action figures.”

With increasing observation of culturally appropriate attributes, children develop understandings about how one acts and believes as a male or as a female within their culture. Gender schemas organize knowledge about one's own and others' behaviors and include information about attitudes, values, behaviors, and emotions. Gender schemas focus on personality features and moral qualities associated with males and females and influence which gender roles persons choose to play and how they respond to and play those roles based on what is considered appropriate role play for males and females. With exposure to more information, the schemas and role expectations expand. Hazel Markus contends that [Page 149]the categories of male and female are fixed. Once children learn these categories and identify the one into which they fit, placement in these categories never changes. Therefore, once a child identifies himself as a boy, he always sees himself as a boy—never possessing female attributes.

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