Evaluate one or more theories and/or studies relevant to the development of gender identity and/or social roles.

Refer to the paper 2 assessment criteria when awarding marks. These can be found under the “Your tests” tab > supplemental materials.

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

Relevant theories related to gender identity and social roles 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
  •theory of social roles related to socialization and division of labour within society.

Relevant studies related to gender identity and social roles may include, but are not limited to:

• Martin and Halvorson’s (1983) study showing the role of gender schemas on gender roles
• Witt (1997); Fagot’s (1978) studies showing the influence of parents on gender roles
• Neculaesei (2015); Mead’s (1935) studies showing that gender roles depend upon the society
• Money and Ehrhardt’s (1972) study claiming that children are gender neutral at birth
• Eagly and Wood’s (2016) study on social role theory of sex differences.

Critical 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
• assumptions and biases.

If the candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [3] for criterion D: critical thinking. All remaining criteria should be awarded marks according to the best fit approach.

For responses referring to evaluation of studies, marks awarded for criterion B should refer to definitions of terms, theories and concepts. Overall, this includes knowledge of the specific topic and general knowledge and understanding related to research methods and ethics (for example definitions of relevant terms in research methodology or ethics in research).

Marks awarded for criterion C assess the quality of the description of a study/studies and assess how well the student linked the findings of the study to the question – this doesn’t have to be very sophisticated or long for these questions but still the use of research should be linked to the topic
of the specific question.

Criterion D assesses how well the student is explaining strengths and limitations of the study/studies.

Question 5 was popular within this option. Candidates understood gender schema theory, social learning theory, and social roles. They were aware of relevant research and generally addressed both strengths and limitations within theory and research.