Cognitive: Kohlberg’s theory

What is the basis of Kohlberg's (1966) cognitive-developmental theory?

A child's understanding of gender becomes more sophisticated with age due to biological maturation of the brain, not experience. It progresses through three stages.

What is Stage 1: Gender identity?

Around age 2-3, children can correctly label themselves and others as boy or girl. However, they do not view gender as fixed (e.g., a boy may say he will be a mummy when he grows up).

What is Stage 2: Gender stability?

Around age 4, children realise their own gender stays the same over time. However, they are confused by external changes (e.g., think a man with long hair becomes a woman).

What is Stage 3: Gender constancy?

Around age 6, children understand gender remains constant across time and situations. They are no longer fooled by appearance changes and begin to seek out gender-appropriate role models.

What is a strength of Kohlberg's theory?

Research supports that gender stereotyping emerges around age 6, as predicted.

· Damon (1977) found 4-year-olds accepted a boy playing with dolls, but 6-year-olds thought it was wrong.

· This suggests children at the constancy stage have formed rigid stereotypes.

What is a limitation (counterpoint) of Kohlberg's theory?

Gender-appropriate behaviour appears earlier than age 6.

· Bussey & Bandura (1999) found children as young as 4 felt 'good' about gender-appropriate toys and 'bad' about opposite-gender toys.

· This contradicts Kohlberg but supports Gender Schema Theory.

What is a methodological limitation of research supporting Kohlberg?

The way gender constancy is tested may be flawed.

· Bem (1989) argued children rely on clothes/hairstyle to identify gender, not physical differences.

· When shown naked photos first, 40% of 3-5 year olds demonstrated constancy.

· This suggests typical tests misrepresent what younger children know.

What is a further limitation regarding degrees of constancy?

Constancy may be a gradual process with different degrees.

· Martin et al. (2002) suggested an initial degree orients children to gender importance before age 6.

· A second degree later heightens responsiveness to gender norms.

· This suggests acquisition of constancy begins earlier than Kohlberg thought.