Evaluate one or more examples of psychological research (theories and/or studies) relevant to the formation and development of gender roles.

Refer to the paper 2 assessment criteria when awarding marks.

The command term “evaluate” requires candidates to make an appraisal of research related to the formation and development of gender roles by weighing up the strengths and limitations. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Relevant theories may include, but are not limited to:

• gender schema theory that stresses the key role of cognitive processes in the development of gender roles
• social learning theory that highlights the importance of the social environment and emphasizes the potency of observational and modelling processes
• theory of psychosexual differentiation that is based on the assumption that gender roles are related to genetic sex determined by chromosomes
• evolutionary theory that attempts to locate gender role differences in a historical evolutionary context
• psychodynamic theory that is based on the assumption that gender roles appear when children identify with their same-sex parent.

Relevant studies may include, but are not limited to:

• Martin and Halvorson’s (1983) study showing the role of gender schemas on gender roles
• Fagot’s (1978) study showing the influence of parents on gender roles
• Mead’s (1935) study showing that gender roles depend upon the society
• Money and Ehrhardt’s (1972) study claiming that children are gender neutral at birth.

Evaluation may include but is not limited to:

• methodological and ethical considerations
• cultural and gender considerations
• the accuracy and clarity of the concepts
• contrary findings or explanations
• the productivity of the theory in generating psychological research
• the applications of the empirical findings.

A candidate may evaluate one theory or study in order to demonstrate depth of knowledge, or may evaluate a larger number of theories/studies in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

If a candidate discusses only strengths or only limitations, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.