Module 3: Gender and Development (Becoming Gendered)

Matt B. Sinaca, DevEdD, RGC, LPT

Introduction

Gender development begins early in life and continues across the lifespan. From birth, children
are socialized into gender roles through family, peers, education, and media. At the same time,
biological, cognitive, and social influences interact to shape how individuals understand and
express gender. This module focuses on how children become “gendered,” exploring typical
developmental pathways as well as the experiences of gender-diverse children. It highlights the
role of supportive and unsupportive environments, theories of gender development, and the
intersection of biology, cognition, and society.

Learning Objectives

By the end of this module, participants should be able to:

✔ Explain typical (modal) gender development trajectories in children.
✔ Identify cognitive, social, and biological influences on gender identity and behavior.
✔ Describe developmental pathways of gender-diverse children.
✔ Compare supportive and unsupportive contexts for gender-diverse youth.
✔ Discuss psychological well-being and resilience in relation to gender.
✔ Apply cognitive theories of gender development (e.g., Kohlberg, gender schema).
✔ Analyze how family, peers, and media contribute to gender socialization.
✔ Understand how biology, cognition, and social contexts intersect to shape gender.

Lesson Content

Lesson 1: Modal Gender Development Trajectories in Children

• By age 2–3 years, children can usually identify themselves as a boy or a girl.

• By preschool, most children have preferences aligned with gender norms (toys, clothes,
playmates).

• By school age, children show strong gender identity and internalize societal
expectations.

This is called the modal trajectory—the typical pathway most children follow when their gender
identity aligns with their sex assigned at birth.
Real-life example: A 4-year-old boy prefers playing with toy cars and action figures, while a girl
chooses dolls and play kitchens—reflecting early gender socialization.

Lesson 2: Introduction to Cognitive, Social, and Biological Influences

Gender development is shaped by:

• Cognitive influences → Children actively think about and organize gender information.

• Social influences → Parents, teachers, peers, and media provide messages about gender
roles.

• Biological influences → Hormones and genetics affect temperament, play preferences,

and even aggression.

Real-life example: A girl may enjoy playing sports (social support from parents encourages it),
while biological factors like higher testosterone levels may also make her more energetic.

Lesson 3: Developmental Pathways of Gender-Diverse Children

Not all children follow the typical path. Some identify as transgender, non-binary, or gender-
fluid.

• Some gender-diverse children express preferences early (e.g., clothing, pronouns).

• Others may show gender nonconforming behavior without identifying differently.

• Their pathways vary: some persist in their gender identity; others shift as they grow.

Real-life example: A child assigned male at birth insists on wearing dresses and identifies as a
girl by age 5. With supportive parents, the child grows confident and healthy.

Lesson 4: Supportive vs. Unsupportive Contexts for Gender-Diverse Youth

• Supportive environments: Family acceptance, affirming schools, inclusive peers. These

promote self-esteem and reduce risks of depression or bullying.

• Unsupportive environments: Rejection, ridicule, forced conformity, discrimination.

These increase risks of anxiety, low academic performance, and even self-harm.

Real-life example: In the Philippines, some schools now allow transgender students to wear
uniforms that match their gender identity. In contrast, others still enforce strict binary dress
codes, causing distress.
Lesson 5: Psychological Well-Being and Resilience Factors

• Protective factors: Family support, peer acceptance, safe community spaces.

• Risk factors: Stigma, bullying, isolation.

• Resilience: Gender-diverse children often show remarkable strength when they have at
least one supportive relationship (e.g., a parent, teacher, or mentor).

Real-life example: A transgender teen with a supportive mother is more likely to finish school
and have good mental health compared to one whose parents reject them.

Lesson 6: Cognitive Theories of Gender

1. Kohlberg’s Gender Identity Development Theory

Lawrence Kohlberg, a developmental psychologist, proposed that children’s

understanding of gender develops in three stages, influenced by their growing cognitive
abilities. He argued that children actively construct their sense of gender, just as they
construct other aspects of knowledge. According to him, a child’s grasp of gender
identity unfolds step by step as they mature cognitively.

Stage 1: Gender Identity (around 2–3 years old)

• At this early stage, children can label themselves and others as “boy” or “girl.”

• However, their understanding is very superficial. They believe gender is based

only on external appearance or behavior (such as clothing or hairstyle).

• A child at this stage might think, “I’m a boy because I wear pants,” or “She’s a girl
because she has long hair.”

• They do not yet understand that gender remains constant over time.

Real-life example:
A toddler sees their dad wearing an apron while cooking and might say, “Daddy is a girl
now,” because they think cooking or wearing an apron is something “girls” do.

Stage 2: Gender Stability (around 4–5 years old)

• At this point, children begin to understand that gender remains the same over time.

• They know that boys grow into men and girls grow into women.

• However, their thinking is still rigid and based on appearances. They might still
believe gender can change if someone behaves in ways associated with the opposite
gender.
 • Their reasoning is “time-based” (boys → men, girls → women), but not yet
“situation-based.”

Real-life example:
A preschooler might say, “When I grow up, I’ll be a daddy.” But if they see a boy
wearing a dress, they might still say, “He turned into a girl,” because they do not yet
understand gender constancy.

Stage 3: Gender Constancy (around 6–7 years old)

• At this stage, children finally realize that gender is permanent and does not change
based on clothes, activities, or behaviors.

• They understand that a boy remains a boy even if he wears a dress, and a girl
remains a girl even if she plays basketball.

• This marks a more mature and stable understanding of gender as a fixed

characteristic.

• According to Kohlberg, reaching this stage allows children to fully adopt and
internalize gender roles from society.

Real-life example:
An elementary student knows that their female teacher is still a woman even if she wears
pants and plays basketball with the class. They recognize that gender is not defined by
behavior or clothing.

Why This Theory Matters

• Kohlberg’s theory shows that children do not simply “absorb” gender roles but
actively construct their understanding as their thinking develops.

• It also explains why young children are often confused about nontraditional gender
expressions—they haven’t yet developed the cognitive ability to separate
appearance from identity.

• For educators and parents, this theory highlights the importance of exposing
children to diverse gender expressions early on, so they learn that activities, clothing,
and behaviors are not limited by gender.
 2. Sandra Bem’s Gender Schema Theory

Sandra Bem (1981), a psychologist, proposed the Gender Schema Theory to explain how
children learn about gender and how it influences their behavior.

Core Idea

• A schema is a mental framework or structure that helps us organize information.

• According to Bem, children develop gender schemas—cognitive structures that guide

how they interpret the world in terms of gender.

• Once a child learns that “boys” and “girls” are different categories, they start actively
seeking, organizing, and remembering information that matches their schema.

Key Features of the Theory

1. Active Learners: Children do not passively absorb gender roles. They actively filter
and interpret information based on their schema.

2. Self-Socialization: Once children develop gender schemas, they adjust their behavior
to match what they believe is “appropriate” for their gender.

3. Selective Attention: Children notice and remember things that fit their schema and
often ignore or forget those that don’t.

4. Cultural Reinforcement: Gender schemas are shaped by societal expectations,

media, and family norms.

Real-life Examples:

• A girl who develops a schema that “girls play with dolls” will be more likely to choose
dolls over cars, even if she enjoys both.

• A boy who sees his father cooking but has a schema that “cooking is for women”
may dismiss or forget that memory because it does not fit his schema.

• Children exposed to nontraditional role models (e.g., male nurses, female engineers)
may expand their schemas, becoming more flexible about gender roles.

Lesson 7: Socialization Processes (Family, Peers, Media)

• Family: Parents set expectations (toys, chores, clothing).

• Peers: Children reinforce gender norms (boys who like dolls may be teased).
 • Media: Cartoons, advertisements, and influencers shape ideals of masculinity and
femininity.

Real-life example: A boy may love pink but avoid wearing it to school because peers tease him
for liking a “girl’s color.”

Lesson 8: Intersection of Biology, Cognition, and Social Contexts

Gender development cannot be explained by a single factor. It is a product of:

• Biology → Chromosomes, hormones, anatomy.

• Cognition → How children process and understand gender.

• Social context → Cultural norms, family roles, education, religion, and media.

All three intersect to create diverse pathways of becoming gendered.

Real-life example: A girl who biologically matures early (biology), thinks critically about fairness
(cognition), and has feminist parents (social) may grow up rejecting strict stereotypes about
women’s roles.

Activities and Exercises

1. Timeline Activity: Draw your own gender development timeline (from childhood to
now). Identify key influences (family, peers, media).

2. Case Analysis: Read a case of a gender-diverse child and analyze how supportive vs.
unsupportive contexts shape their development.

3. Role-Play: Groups act out scenarios (supportive family vs. rejecting family) and discuss
the outcomes for the child’s well-being.

Discussion Questions

1. How did your family and peers influence your understanding of gender growing up?

2. Can you recall a time when you or someone you know resisted gender stereotypes?

3. How can schools create more supportive environments for gender-diverse youth?

✍ Reflection Guide

• “How did I become gendered? What messages did I receive growing up about how
boys/girls should act?”

• “What role can I play in supporting children who don’t fit traditional gender norms?”
Assessment / Quiz

Part A – Identification

1. At what age do children usually develop gender constancy?

2. Who proposed the Gender Schema Theory?

3. Name one biological and one social influence on gender development.

Part B – Situational
A child assigned female at birth insists on being called by a boy’s name and playing with trucks.
How should parents and teachers respond in a supportive way?

Part C – Essay
In 7–10 sentences, explain how family, peers, and media work together to shape gender identity
in children. Provide examples.

References

• Kohlberg, L. (1966). A Cognitive-Developmental Analysis of Children’s Sex-Role Concepts

and Attitudes.

• Bem, S. L. (1981). Gender Schema Theory: A Cognitive Account of Sex Typing.

• Martin, C. L., & Ruble, D. N. (2004). Children’s Search for Gender Cues.

• American Psychological Association. (2015). Guidelines for Psychological Practice with

Transgender and Gender Nonconforming People.

• Philippine Commission on Women. (2022). Gender and Development Resource

Materials.