Developmental Psychology: Theories of Gender Role Development

The study focuses on the development of gender roles and identity in individuals based on societal and environmental factors. The theories of biosocial and cognitive development are discussed in detail.

Running head: DEVELOPMENTAL PSYCHOLOGY
Developmental psychology
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Introduction
The current study focuses upon the aspect of developmental psychology.
Developmental psychology plays an important role in the transition of a person from
childhood to adulthood. In this respect, a number of societal factors interplay to shape the
emotional and cognitive development of an individual. The assignment further discusses the
development of psychology based upon the gender roles. The gender roles are influenced by
a huge number of societal factors; to the least the biological factors. For example, women are
associated with love and sacrificial nature and duties whereas the men are assumed to be
physically more bulky, muscular and less emotional or dominant compared to their female
counterparts.
Theories of gender role development
The roles are entrusted upon specific genders based upon a number of societal beliefs
and designs. These could be further explained with the help of a number of psychological
theories. In this respect, two specific theories have been highlighted for explaining gender
roles development in individuals such as the biosocial theory and cognitive developmental
theory. The biosocial theory states the biological events influence the development of a
gender. These are guided by a complex set of prenatal events, as sex is assigned to the child
within the womb of the mother. It is guided by genetics where the fusion of the XX or XY
chromosomes determines that whether it would be a girl or a boy child. Additionally, the
hormonal factors are further integrated to the development of specific genders. Additionally,
the social reactions also play a crucial role in the development of gender sensitivity in the
children. As mentioned by Helgeson (2016), from early stages of their development the
children are provided with gender specific choices. For example, the girls are made to play
with dolls whereas the boys are made to play with trucks etc. This gender specific growth

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environment often develops feelings such as dominance, supremacy in the males whereas the
females are assigned with the role of care giver. With puberty a large amount of gender
specific hormones are released within an individual. These are responsible for the
development of the sexual organs along with the male and female secondary sexual
characteristics. As reported by Simmons (2017), the surrounding environment and social
reaction also plays a crucial role in the development of gender identity which further dictates
the aspect of gender role uptake. As per the biosocial theory the sexual reassignment is done
between 18 months to three years of age. The mannerisms in which the mother talks to the
child such as referring to them as specific gender also plays a crucial role in the shaping the
gender vision in the child (McGuire, Kuvalanka, Catalpa & Toomey, 2016).
The second theory which could be discussed over here is cognitive development
theory. The theory states that gender identity is acquired within an individual though a
number of cognitive steps. The stages have been further divided into gender identity, gender
stability and gender consistency. The gender identity is established by 2-3 years of age when
a child learns to recognise themselves as male or female. By 4 years of age, the gender
identity is more re-enforced in the child, which corresponds to the stage of gender stability.
By 5-7 years of age children achieve gender consistency and realize that their sex is stable
across situations. In both situations the role of the parents and the surrounding environment
of the children are of crucial importance. As argued by Martin (2012), the cognition is much
affected by the influence of the society and the peers. For example, a girl who is brought up
in a strong home environment often assumes stronger gender roles rather than only a family
carer. On the other hand, the men who grow up within a docile and subjugate environment
often depict less courage while taking important family decisions and are dependent upon the
rest. Hence, discretion to such gender sensitive behaviour is often controlled by parenting

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styles. Commanding parents often results in rebellious child, whereas supportive parents have
e been seen to produce mentally stronger children.
Children in establishing a sound knowledge of their own gender
A number of factors contribute towards the development of sound knowledge
regarding gender in children. The differential norms helps of the society are responsible for
the development of gender role stereotypes. As mentioned by Leaper (2015), the language,
culture and attitude adopted by parents while dealing with individual gender further shapes
their gender identity. As commented by McGuire, Kuvalanka, Catalpa & Toomey (2016), by
5 years of age the boys would prefer playing with more gender specific toys. At this stage,
the parents generally engage playful activities with same sex peers in the children. The sound
knowledge regarding gender is however developed by 7 years of age and later. During this
stage, the children are seen to be more comfortable around their gender identity and could
clearly differentiate between the preferences between the two genders. The gender
segregation is often continued in primary school which could be attributed to the selection of
playful activities (Meyers‐Levy & Loken, 2015). As argued by Cvencek, Greenwald &
Meltzoff (2016), the gender specific roles are much attributable to the societal pressures.
Some of these are so pronounced in the early stages of childhood that they are even exhibited
in the form of division of labour. For example, the girls in many Asian and developing
countries are made to indulge in household activities from a very early age. These gender
roles are even carried by them in their adulthood where women are seen as the sole carers of
the family. Hence, the women in the family have a strong influence upon gender roles
adopted by the children depending on the manner in which they are treated in early
childhood. It has been noticed that there is a gradual shift in gender associated values and

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qualities with age. The men with age become more dependent upon their female counterpart,
whereas the women take stronger roles in the family (Bjorklund & Causey, 2017).
Conclusion
The current study focuses upon the aspect of development of gender role and identity.
It has been further supported with the help of a number of f developmental psychology
theories. The theories stresses upon a number of societal and environmental factors in the
development of gender roles. Additionally, the perception and values entrusted by parents
and peers also plays a crucial role in the development of gender specific roles. The gender
images are often more pronounced by the societal factors which further affect the
psychological pattern development of an individual.

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References
Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and
individual differences. London: Sage Publications, 125-313.
Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool
children confirm self-esteem's role in maintaining a balanced identity. Journal of
Experimental Social Psychology, 62, 50-57.
Helgeson, V. (2016). Psychology of gender. Abingdon: Routledge, 55-85.
Leaper, C. (2015). Gender and Social‐Cognitive Development. Handbook of child psychology
and developmental science, 46-65.
Martin, C. L. (2012). Cognitive theories of gender development. In The developmental social
psychology of gender (pp. 105-136). London: Psychology Press.
McGuire, J. K., Kuvalanka, K. A., Catalpa, J. M., & Toomey, R. B. (2016). Transfamily
theory: How the presence of trans* family members informs gender development in
families. Journal of Family Theory & Review, 8(1), 60-73.
Meyers‐Levy, J., & Loken, B. (2015). Revisiting gender differences: What we know and
what lies ahead. Journal of Consumer Psychology, 25(1), 129-149.
Simmons, R. G. (2017). Moving into adolescence: The impact of pubertal change and school
context. Abingdon:Routledge, 111-124.