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Gender - Coggle Diagram

- - - - Criticisms of Mead's research- Freeman accused Mead of observer bias and of being misled by Samoan people
      - Imposed etic- western methods may be meaningless in other cultural settings, should include indigenous researchers
      - Nature or nurture- as soon as children are born their gender socialisation begins so it's impossible to separate the 2 influences
  - - - Correlation not causation- research lacks control groups of children who don't use
- - - - Gender identity- child can label gender correctly
      - Gender stability- child understands that they will always stay the same sex
      - Gender constancy (consistency)- child understands that sex stays the same regardless of appearance and context
    - - Evidence supports sequence of stages- Slaby and Frey- children only attend to same-sex models in gender constancy stage
      - Constancy not supported- evidence of gender appropriate behaviour before gender constancy (Bandura)
      - Methodological issues- young children lack the vocabulary for interviews
      - Social theory learning- Kohlberg underestimated social factors
      - Biological approach- maturational changes in cults thinking would gain support from biological approach.
  - - - Evidence supports gender schema- Martin and Halverson- memory worse for gender inconsistent pictures
      - Rigidity of gender beliefs- theory can explain why children display ingroup bias and discount contradictory information
      - Complements Kohlberg's theory- schema theory about memory, Kohlberg about motivation
      - Overemphasis on the role of the individual in gender development
      - Key assumptions of the theory are not supported- changing gender schema does not necessarily lead to changes in behaviour which is resistant to change