Theories of Gender Development

Introduction

n Psychodynamic approach to personality

n Social Learning Theory

n Cognitive Developmental Theory

n Gender Schema Theory

Topics of Discussion

n Sigmund Freud

n Karen Horney

n Nancy Chodorow

n Ellyn Kaschak

n Lawrence Kohlberg

n Sandra Bem

Sigmund Freud

n Unconscious – cornerstone of Freudian theory

n Identification-basis of gender role acquisition

n Psychosexual stages

n Phallic stage: Oedipus & Electra Complex

Seduction Theory

n sexual activity between parent & child=>adult psychological problems

n Freud later rejected this

n attraction between children & opposite-sex parent is part of the children’s fantasy, having no basis in reality

n Portrayed patients in negative ways:

u patients can’t distinguish fantasy from reality

u children are the ones who wish this seduction

Karen Horney

n importance of social, rather than instinctual/biological forces

n penis envy=longing for social prestige & position of men

n womb envy=men’s envy of women’s capability to reproduce

n examined cultural & social factors

Nancy Chodorow

n focus on pre-Oedipal period: identification with mother

n girls have an easier task in developing a sense of self

n to become masculine, boys must reject the femininity of their mothers=more difficult=>fear/mistrust of women

Ellyn Kaschak

n social structure perpetuates differential power & roles for men & women

n Men come to consider women their possessions & have a sense of entitlement

n women who resolve the Antigone phase=>independent

Gender Role:

n A set of socially significant activities associated with being male or female

Learning Theory

n change in behavior is the result of experience/practice

n reinforcement-increases the probability that a behavior will recur

n punishment-decreases the probability

Social Learning Theory

n gender development=learned behaviors

n nurture rather than nature

n reinforcement, punishment & cognitive processes

Observation

n observation is more important than reinforcement

n learning is cognitive, performance is behavioral

n children more influenced by powerful/similar models

Cognitive Developmental
Theory

n gender identity is part of children’s general cognitive development

n 2/3: start to develop the ability to gender label

n gender labeling: consistently applying the words boy/girl to self/others

n gender identity: process of identifying oneself as female/male

n gender constancy:knowledge that gender is a permanent characteristic

Gender Schema Theory

n schema: cognitive structure/network of associations that organizes/guides perceptions

n culture provides a reference for the formation of gender schemata

n better accuracy/memory for gender-consistent information

Gender Script theory

n extension of gender schema theory

n social knowledge that children acquire concerning gender is organized in a sequence of events

u Getting ready to go out: different sequence of events for men & women