Gender Schema Theory and Roles in Culture

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Gender schema theory was introduced by psychologist Sandra Bem in 1981 and asserted that children learn about male and female roles from the culture in which they live. According to the theory, children adjust their behavior to align with the gender norms of their culture from the earliest stages of social development.

At a Glance

Gender schema theory proposes that the ideas we have about gender (our schemas) are shapes through the cultures in which we live. This theory has played a major role in our understanding of how gender expectations are socially and culturally constructed.

The theory continues to inform researchers as they investigate discrimination, stereotyping, marginalized populations, and mental health.

Knowing more about how your gender schemas are formed can also help you have a better idea about how your beliefs impact your behavior and how you interact with the world.

Origins of Gender Schema Theory

Bem’s theory was influenced by the cognitive revolution of the 1960s and 1970s and her desire to remedy what she believed to be shortcomings in the psychoanalytic and social learning theories of the time.

Freudian theories, she suggested, were too focused on the influence of anatomy on gender development.

Instead, Bem proposed that a child’s cognitive development combined with societal influences largely influence the patterns of thought (schema) that dictate "male" and "female" traits.

Cultural Influences on Gender Schema

Gender schemas have an impact not only on how people process information but on the attitudes and beliefs that direct "gender-appropriate" behavior.

Culture Influences Gender Role Expectations

For example, a child who lives in a very traditional culture might believe that a woman’s role is in the caring and raising of children, while a man’s role is in work and industry.

Through these observations, children form schema related to what men and women can and cannot do.

Culture Influences How People Are Valued

It also dictates a person's value and potential in that culture. For example, a girl raised in a traditional culture might believe that the only path available to her as a woman is to get married and raise kids. By contrast, a girl raised in a more progressive culture might pursue a career, avoid having children, or decide not to get married.

Cultural Influences Can Be Overt or Subtle

Many of these influences are overt, while others are more subtle. For instance, even the placement of gender titles in vocabulary ("how men and women are meant to behave") inherently places women in a secondary position by rule. All of these influences add up to how gender schema is formed.

Researchers note that gender schemas are often prone to exaggerations and errors. Such errors can be influenced by culture, but they often stem from a child's observations, experiences, and interests.

Consequences of Nonconformity

Within this construct, men and women are tacitly aware of the consequences of not adhering to the cultural norm. A woman who decides to pursue a career, for example, might be considered "abrasive" or "bossy" in traditional culture or be considered "unfair" or "disrespectful" to her husband if she doesn't take his last name.

On the flip side, even in more progressive societies, men may be subject to disapproval for being the stay-at-home parent, while a woman may be described as "old-fashioned" or "backward" if she adheres to a more traditional "housewife" role.

When subjected to societal disapproval, people will often feel pressured to alter their behavior or face rejection by those who disapprove of them.

Categories in Gender Schema Theory

According to Bern's theory, people fall into one of four different gender categories:

• Sex-typed individualsidentify with their gender and process information through the lens of that gender schema.
• Cross-typed individuals process information through the lens of the opposite gender.
• Androgynous individuals exhibit both masculine and feminine thinking.
• Undifferentiated individuals do not show consistent use of sex-typed processing.

Gender-schematic individuals are more likely to see the world in terms of gender and regulate their behavior according to those expectations. Gender-aschematic people, on the other hand, don't place the same emphasis on gender, which means they are less likely to see the world through that lens.

Rationale and Criticism of Gender Schema Theory

In her writings, Bem believed that gender schemas were limiting for men, women, and society as a whole.

Raising children free from these stereotypes and limitations, she believed, would lead to greater freedom and fewer restrictions of free will.

Critics of Bem's theory say that she portrayed individuals simply as passive bystanders in the development of gender schemas and ignored the complex forces that contribute to the construction of gender.

Bem’s Sex-Role Inventory

In addition to the gender schema theory, Bem created a questionnaire known as the Bem Sex-Role Inventory (BRSI). The inventory consists of 60 different words that are either masculine, feminine, or gender-neutral.

The BSRI was first developed in 1974 and has since become one of the most widely used psychological assessment tools in the world.

When taking the test, respondents are asked to rate how strongly they identify with each characteristic. Rather than simply categorizing people as masculine or feminine, the inventory presents both traits as part of a continuum.

Individuals can rank high on one gender or low on another (sex-typed). They can also rank high on both masculine and feminine traits (androgynous).

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

1. Bem S. Lenses of Gender: Transforming the Debate on Sexual Inequality. New Haven, CT: Yale University Press; 1994.
2. Starr CR, Zurbriggen EL. Sandra Bem’s gender schema theory after 34 years: a review of its reach and impact. Sex Roles. 2017;76(9-10):566-578. doi:10.1007/s11199-016-0591-4
3. Martinez MA, Osornio A, Halim MLD, Zosuls KM. Gender: awareness, identity, and stereotyping. In: Encyclopedia of Infant and Early Childhood Development. Elsevier; 2020:1-12. doi:10.1016/B978-0-12-809324-5.21818-X
4. Ahmed T, Vafaei A, Belanger E, Phillips SP, Zunzunegui MV. Bem Sex Role Inventory validation in the International Mobility in Aging Study. Can J Aging. 2016;35(3):348-360. doi:10.1017/S0714980816000404
5. Vafaei A, Alvarado B, Tomás C, Muro C, Martinez B, Zunzunegui MV. The validity of the 12-item Bem Sex Role Inventory in older Spanish population: an examination of the androgyny model. Arch Gerontol Geriatr. 2014;59(2):257-263. doi:10.1016/j.archger.2014.05.012

By Kendra Cherry, MSEd
Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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