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Get Help Now!1) Describe 1) Gender- schema and Social Cognitive Theory. Please Include a Minimum of Two Academic Reference
The describution from my textbook of Gender- schema Theory: Theory proposed by Bern, that children socialize themselves in their gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture. ( I am sure there maybe other gender-schema’s approaches, I am just supplying some understanding of gender-schema from my textbook)
The describution from my textbook of social cognitve theory: Albert Bandura’s expansion of social learning theory; holds that children learn gender roles through socialization. ( I am sure there maybe other social cognitive theory
approaches, I am just supplying some understanding of social cognitive theory
from my textbook)
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2) Discuss how these theories affect a childâ??s development. Please Include a Minimum of Two Academic References
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Gender schema theory argues that culture and gender-role socialization provide us with schemas. Schemas are defined as organized mental structures that provide individuals with an understanding of the abilities of appropriate behavior of and appropriate situation for men and women and boys and girls (Bern, 1981 as cited in Tenenbaum, Hill & Roche, 2010). According to Tenenbaum et al, gender schemas operate as “cognitive filters” through which persons process gender-related material. For example, as Tenenbaum et al explain, when developing gender schemas, individuals rely on cues. They define cues as socially and culturally-created images and/or references such as pink for girls and blue for boys. They point out that some cues are innate and biological (e.g., facial hair, breasts, hair style, etc.) while others are created from observing peers (physical gender schemas). According to Tenebaum et al, physical gender schemas are the first adopted by children, but they are the most challenging, because children have to rely on observational characteristics (p. 138).
Similarly, …
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