It has been suggested by Martin and Halverson that gender schemas drive gender behaviours. Gender schema theories address the ways in which children represent and process gender-related knowledge. Just as agency and communion are typical themes of social expectations, people commonly internalize aspects of gender roles involving agency and communion (Wood & Eagly, 2009). According. Key Takeaways: Gender Schema Theory The motivating force in this theory is the maintenance of cognitive consistency and the need for self-definition. However, it is important to note that gender schemas may be prone to errors or exaggerations and may vary with the child's culture and her/his individual social experience or interest (e.g., 5-year-old girl: “Dads have belts. It suggests that people process information, in part, based on gender-typed knowledge. As addressed later in the article, physical changes and sexual interest affect how adolescents view themselves and one another. Second, children acquire an own-sex schema as they continue to develop knowledge about their own gender and use that knowledge to guide their behavior and their thinking. Piaget defined schemas as basic units of knowledge that related to all aspects of the world. First, children develop in-group/out-group schemas, in which they learn how their society dichotomizes information according to gender. By channeling their subsequent behavior in this way, high self-esteem people could ensure that they more closely matched their favorable gender self-concept in the future. The term schema was first introduced in 1923 by developmental psychologist Jean Piaget. Schemas develop through environmental interaction and experience. Being that gender schema theory is a theory of process and not content, this theory can help explain some of the processes by which gender stereotypes become so psychologically ingrained in our society. Experimental evidence has emerged indicating that, consistent with theory, children’s gender schemas do, indeed, influence children’s information processing and behavior (see Martin & Dinella, 2002, for a review). Gender schema theories address the ways in which children represent and process gender-related knowledge (Liben and Bigler, 2002). The beliefs and knowledge that individuals form about gender are known as gender schemas. Wilhelm Wundt (1832–1920) was the first to call himself a psychologist and believed that all aspects of nature can be studied scientifically; his aim was to study the structure of the human mind and his approach was later referred to as structuralism.. Gender Schema Theory Gender schema theory suggests that children form a schema for gender at a very early age and that the gender schema becomes increasingly complex as children develop (Bem, 1981). For example, youth may develop more abstract thinking abilities, especially if they attend secondary schooling, that allow them to better understand certain aspects of gender roles (discussed later). When children reach school age, gender becomes the most powerful predictor of occupational aspirations (Teig & Susskind, 2008). According to this perspective, once children identify themselves as girls or boys, they selectively attend to, and remember, own-sex relevant information and are motivated to use this information to shape their own behaviors and make gender-related inferences and judgments. Gender schema theory cannot explain why different children with much of the same environmental influences respond differently to gender-appropriate behaviour. Gender schema theory is not a global theory that claims to predict every part of an individual's gender psychology. Schemas are viewed as dynamic knowledge structures that change in response to situations and age-related changes in person perception and that have content that varies with social experiences and other individual level and cultural level differences. More specifically, we analyzed how often GST reached journals outside psychology as well as … According to gender schema theory, individuals tend to pay more attention to information relevant to their own gender, and they store information in memory in ways to make it consistent with their existing gender schemas. A schema is an organised cluster of information that allows us to identify things in our environment. Empirical evidence supports this claim: a number of studies have demonstrated that children report that they would prefer to interact with even unfamiliar same-sex peers (Lobel, Gewirtz, Pras, Schoeshine-Rokach, & Ginton, 1999; Martin, 1989; Zucker, Wilson-Smith, Kurita, & Stern, 1995). 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