Influencing Factors of Men’s and Women’s Schemas
Influencing Factors Of Men’s and Women’s Schemas
Thitiporn Chuenjitte
Chulalongkorn University
Influencing Factors Of Men’s and Women’s Schemas Individuals learn to be masculine or feminine since they were born and also continually perceive their society’s gender schema. A gender schema is a cognitive structure shaped by gender role, gender identity, and gender norms that organize an individuals’ perception and action (Kohlberg, 1966, as cited in Bussey & Bandura, 1999; Egan & Perry, 2001; Bandura, 1986, as cited in Martin, Ruble & Szkrybalo, 2002). There are 2 factors; biology and environment that play important roles in gender recognition (Gould, 1987, as cited in Bussey & Bandura, 1999). To be clear, for gender development, children need to learn content-specific information, the particular attributes and behaviors that link with sex and are associated to features such as anatomy, reproductive function and division of labor (Kohlberg, 1966, as cited in Bem, 1981). Gender identity requires the simple ability to label oneself as a boy or girl and others as a boy, girl, man, or woman (Slaby & Frey, 1975, as cited in Bussey & Bandura, 1999). However, when gender identity is stable, gender stability will proceed toward recognition that gender remains constant over time. Nevertheless, children socialize themselves by their perception they experience from their culture. They also anticipate having sex-specific, self-concepts and personality attributes to be masculine or feminine. Therefore, the difference in perceiving gender schema is come form bidirectional biology-culture coevolution. First study done by Bussey and Bandura (1999), they discuss the social cognitive theory of gender role development and functioning. They suggest that gender is constructed and shaped by individuals, experiences and by motivational and self-regulatory mechanisms to conduct gender-linking as well. Moreover, they also claim that the forces of
Thitiporn Chuenjitte
Chulalongkorn University
Influencing Factors Of Men’s and Women’s Schemas Individuals learn to be masculine or feminine since they were born and also continually perceive their society’s gender schema. A gender schema is a cognitive structure shaped by gender role, gender identity, and gender norms that organize an individuals’ perception and action (Kohlberg, 1966, as cited in Bussey & Bandura, 1999; Egan & Perry, 2001; Bandura, 1986, as cited in Martin, Ruble & Szkrybalo, 2002). There are 2 factors; biology and environment that play important roles in gender recognition (Gould, 1987, as cited in Bussey & Bandura, 1999). To be clear, for gender development, children need to learn content-specific information, the particular attributes and behaviors that link with sex and are associated to features such as anatomy, reproductive function and division of labor (Kohlberg, 1966, as cited in Bem, 1981). Gender identity requires the simple ability to label oneself as a boy or girl and others as a boy, girl, man, or woman (Slaby & Frey, 1975, as cited in Bussey & Bandura, 1999). However, when gender identity is stable, gender stability will proceed toward recognition that gender remains constant over time. Nevertheless, children socialize themselves by their perception they experience from their culture. They also anticipate having sex-specific, self-concepts and personality attributes to be masculine or feminine. Therefore, the difference in perceiving gender schema is come form bidirectional biology-culture coevolution. First study done by Bussey and Bandura (1999), they discuss the social cognitive theory of gender role development and functioning. They suggest that gender is constructed and shaped by individuals, experiences and by motivational and self-regulatory mechanisms to conduct gender-linking as well. Moreover, they also claim that the forces of