In my MRP proposal, I have discussed using the theory of identification, as a way to frame my argument that young female students need a role model to identify with in mathematical picture books.
As partially taken from my MRP proposal:
I have chosen to use social identity theory and cognitive-development theory as a conceptual framework for analysis for my MRP. Identification has been commonly associated with Freudian defense mechanisms. It is part of learning gendered behaviour through a developmental process during childhood (Corey, 2005). Pervin, Cerone, & John (2005) provide a good working definition of identification: “In identification, individuals take on themselves the qualities of another person and integrate them into their functioning” (p. 104). Two theories related to identity will be used in my MRP, including social identity theory and cognitive-development theory.
Social identity theory states that people are motivated to create a balance between their social and personal identity. In both cases, individuals strive to maintain congruency of their identity to maintain a positive self-image (Schmader, 2002).
Kohlberg developed the Cognitive-Development Theory in 1966 by applying Piagetian theory of cognitive development to society. Kohlberg suggests that a basic cognitive level of knowledge is needed to develop understanding of gender (Martin, Ruble, & Szkrybalo, 2002).
Kindergarten children make assumptions about their interests among other children based on gender identification. Children at this age determine children as belonging to the same ‘group’ as them in terms of gender or ‘non-group’ for those of the opposite sex (Martin, Ruble, & Szkrybalo, 2002).
Social identity theory states that people are motivated to create a balance between their social and personal identity. In both cases, individuals strive to maintain congruency of their identity to maintain a positive self-image (Schmader, 2002).
Kohlberg developed the Cognitive-Development Theory in 1966 by applying Piagetian theory of cognitive development to society. Kohlberg suggests that a basic cognitive level of knowledge is needed to develop understanding of gender (Martin, Ruble, & Szkrybalo, 2002).
Kindergarten children make assumptions about their interests among other children based on gender identification. Children at this age determine children as belonging to the same ‘group’ as them in terms of gender or ‘non-group’ for those of the opposite sex (Martin, Ruble, & Szkrybalo, 2002).
What are some ways that you think children for their gender identity?
References:
Corey, G. (2005). Theory and Practice of Counseling and Psychotherapy. (7th ed.). Toronto: Thomson Learning.
Martin, C.L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive Theories of Early Gender Development. Psychology Bulletin. 129(6), 903-933.
Pervin, L., Cerone, D., & John, O. (2005). Personality Theory and Research. (9th ed.). Dansver: John Wiley & Sons, Inc.
Schmader, T. (2002). Gender Identification Moderates Stereotype Threat Effects on Women’s Math Performance. Journal of Experimental Social Psychology. 38, 194-201.
