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Gender schema theory was first introduced in 1981 by psychologist Sandra Bern. This theory suggests how children develop within their culture in respect to determining what it means to be male and female. Gender-associated data is overwhelmingly transmuted through society by way of schemata, or systems of data that permit some data to be more effectively absorbed than others. This theory displays features of cognitive developmental and the social learning sex-typing. It expressed that children learn approximately male and female parts from the culture in which they live. Sexual orientation Construction hypothesis claims children alter their behavior to adjust with the sexual orientation standards of their culture from the most punctual stages of social improvement (Cherry, 2017).
The process of gender schema theory begins with the child observing and learning within their culture the definitions of being female and male. Many cultures around the world view gender roles differently and we can see that what is considered a gender norm in one culture can be viewed differently in another. If children are exposed to these gender characteristics, they will begin to relate and develop them. For example, if a little boy is raised in a culture that presents males as being the sole provider for the house, where the female role is to be a care taking who stays at home to raise their children, both children will then develop the characteristics of those genders and believe in those expectations of gender roles. As the child continues to develop the gender schema will serve as a purpose of a way for them to match their preferences against prototypes. Other examples for gender schema be children begin to grow up and they start to refer to colors as “girls” color or “boys” color, which was influenced by their culture. Children will also gravitate towards gender associated toys according to their cultural standards.

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