Final answer:
The cognitive theory of gender identity formation asserts that children learn gender roles through socialization, influenced by family, education, peer groups, and mass media. Stereotyping contributes to these roles, but research has shown that cognitive differences between genders are minimal, emphasizing cultural rather than biological bases for these roles.
Step-by-step explanation:
Cognitive Theory of Gender Identity Formation
The cognitive theory of gender identity formation suggests that children learn about gender roles at a young age and acquire these roles through socialization. According to cross-cultural studies, children become aware of gender roles by age two or three and by four or five, most are entrenched in culturally appropriate gender roles.
The socialization process, influenced by family, education, peer groups, and mass media, leads to the stratification of males and females, reinforcing the gender binary.
Gender stereotyping plays a significant role in this process, with societal beliefs dictating which behaviors are suitable for men and women, often based on oversimplified notions about group members. Notably, a variety of genders exist beyond this binary, including transgender identities.
Moreover, researchers such as Fausto-Sterling have shown that cognitive differences between genders are statistically insignificant, indicating that these roles are culturally, rather than biologically, constructed.
Additionally, Judith Butler's work implies that gender is performed according to societal norms, which can vary and evolve over time.
Essentialism and Gender Performance
The theory also involves understanding how essentialism fuels circular reasoning about gender and how individuals perform gender based on sociocultural constructs. Public and private social realms further affect gender categories, influencing our perception and expression of masculinity and femininity.
The cognitive theory takes into account the sociocultural construction of these roles and challenges traditional views on gender, proposing that identity is a dynamic and performative aspect rather than a fixed attribute.
Finally, Carol Gilligan's critique of Kohlberg's stages of moral development suggests that gender can influence moral reasoning, with different genders perhaps prioritizing different ethical considerations.