2. Outcome(s)  Assess the extent to which biological, cognitive, and sociocultural factors influence development  Evaluate psychological research relevant to developmental psychology  Discuss the formation and development of gender roles  Explain cultural variations of gender roles

3. Agenda 1. Gender Role Development: biosocial, social learning, schema 2. Be Reflective – small groups, share out 3. TED Talk 4. ERQ Outline 5. Closure: Exit Ticket Homework: read p. 215-219 CC, quiz next class

4. Gender Role Development Biosocial Theory Social Learning TheoryGender Schema Theory

5. The biosocial theory of gender role development  Money and Ehrhardt (1972) claim that children are gender neutral at birth.  Development of gender identity and adherence to gender role is primarily a consequence of socialization. Discuss the formation and development of gender roles

6. The biosocial theory of gender role development  Money found children who had been born as females genetically but were raised as boys and thought of themselves as boys. Discuss the formation and development of gender roles

7. The biosocial theory of gender role development  Money theorized that humans are not born with a gender identity and therefore it is possible to reassign sex within the first two years of life. Discuss the formation and development of gender roles

8. The biosocial theory of gender role development  The theory is supported by animal research.  Female rat fetuses injected with testosterone tend to behave like male rats as adults.  They do not exhibit normal female sexual behavior in adulthood even if they are injected with the female hormone estrogen at that time. Discuss the formation and development of gender roles

9. Case study of David Reimer  David Reimer was a twin boy who accidentally lost his penis under a routine circumcision, when he was 8 months.  Dr. John Money suggested that the parents change the sex of the boy through surgery, hormone replacement and raise him as a girl.  David Reimer was changed into a girl, Brenda. Discuss the formation and development of gender roles

10. Case study of David Reimer  Money used the identical twin as a matched control and believed that this case would support the biosocial theory.  In Money's scientific articles the sex change seemed to be a success but he failed to publish evidence that went against his theory.  Brenda (David) was not happy and felt different from the other girls Discuss the formation and development of gender roles

11. Social learning theory  Bandura’s (1977) theory assumes that gender roles are learned through the observation of same-sex models. 1. Modeling 2. Rewarded (social approval) or discouraged (social disapproval) Discuss the formation and development of gender roles

12. Social learning theory Smith and Lloyd (1978): The Baby X experiment  asked adults to interact with infants dressed in unisex snowsuits of either blue or pink.  The snowsuits were randomly distributed and not always in line with the infants’ true sex.

13. Social learning theory Smith and Lloyd (1978): The Baby X experiment  The adults played with the infants according to what they believed was the gender of the child (color of snowsuit).  This indicates that a baby’s perceived gender is part of the baby’s social environment because people treat the child according to perceptions of gender.

14. Social learning theory Smith and Lloyd (1978): The Baby X experiment  This could influence the child’s own perception of gender and become a determining factor in the development of the child’s gender role identity.

15. Social learning theory Sroufe et al. (1993)  observed children around the ages of 10 and 11 and found that those who did not behave in a gender- stereotyped ways were the least popular.

16. Social learning theory Sroufe et al. (1993)  These studies indicate that children establish a kind of social control in relation to gender roles very early and it may well be that peer socialization is an important factor in gender role development.

17. Gender schema theory  Gender schemas are generalized ideas about what is appropriate behavior for males and females.  People are categorized as either male or female and given specific gender attributes (gender stereotypes).

18. Gender schema theory  Gender schemas thus organize knowledge and information processing.  Gender schema theory is based on the assumption that cognitive processes play a key role in the development of gender identity and gender roles.

19. Gender schema theory  The most important factor in the development of gender role identity is children’s ability to label themselves as boys or girls, i.e. the establishment of gender identity.  Gender schemas guide subsequent information processing.

20. Gender schema theory  Children are motivated to be like others in their group (conformity) and they tend to observe same-sex role models more carefully.  Cultural beliefs about female and male gender roles are included in gender schemas and influence the way children think about themselves and their possibilities.

21. Gender schema theory

22. Martin and Halvorson (1983)  performed an experiment with boys and girls aged between five and six years.  They saw pictures of males and females in activities that were either in line with gender role schemas (e.g. a girl playing with a doll) or inconsistent with gender role schemas (e.g. a girl playing with a gun).

23. Martin and Halvorson (1983)  A week later, the children were asked to remember what they had seen on the pictures.  The children had distorted memories of pictures that were not consistent with gender role schemas.

24. Martin and Halvorson (1983)  They remembered the picture of a girl playing with a gun as a boy playing with a gun.  This shows how information may be distorted to fit with existing schemas.

25. Gender Schema Theory  Martin and Halvorson found that children actively construct gender identity based on their own experiences.  The tendency to categorize on the basis of gender leads them to perceive boys and girls as different.

26. Gender Schema Theory  According to Martin and Halvorson, children have a gender schema for their own sex (the ingroup) and for the opposite sex (the outgroup).

27. Gender Schema Theory  Gender schemas determine what children pay attention to, whom they interact with, and what they remember.  Gender schemas thus serve as an internal, self- regulating standard.  This could be the reason that gender schemas may become a self-fulfilling prophecy or a stereotype threat.

28. Be reflective: nature or nurture 1. Why are there differences in gender roles? Discuss this in light of your knowledge. 2. If gender roles are biologically based, is it possible to change them? 3. Find two examples of what is typical of gender roles in your culture. Discuss if it would be possible to change these roles.

29. TED Talk  on a post-it… consider how this video would be evidence while answering the following ERQ  Evaluate psychological research relevant to developmental psychology https://www.youtube.com/watch?v=jM-PNwUHEQ8

30. ERQ Outline  Evaluate  According to IB: make an appraisal by weighing up the strengths and limitations of something  What it means: assess the value of something (e.g. a theory or a study) by looking into the evidence. Explain the strengths and limitations of the study or theory.  Evaluate psychological research relevant to developmental psychology  After you have completed your outline, color code:  Green: evaluation  Yellow: relevant research  Orange: relationship (“the link”) between research and question explained

31. Closure  Biosocial Theory  Social Learning Theory  Gender Schema Theory  Which theory most influences human development?