Sex role development in girls : a cognitive theory : a thesis presented in partial fulfilment of the requirements for the degree of master of Arts in Education

Abstract

This study reviews current theory and research relevant to the sex role development of girls. It starts with some examination of the explanation of motive in identification, and then looks at the way in which theories of identification typically account for sex differences is personality and development. This argues that all conventional theories of identification are tied, in one way or another, to drive reduction theory; if an intrinsic motivation theory is assumed, then identification as a consequence of secondary reward value need not be adduced. Some difficulties of explaining sex role development in girls on conventional theory are examined before moving to the social context. Society is assumed to be typically seen as according male status more reward. This has consequences for sex role preference theory and research, which are examined. Data on sex differences (both cognitive and personality) are reviewed in order to elucidate the nature of any theoretical account of the differences. Two significant related theories are reviewed and evaluated; those of Lynn and Kohlberg. The latter providing a theory of sex role learning on a Piagetian basis. However, both theories are argued to be defective in omitting or understaning the role of siblings and peers in sex role learning; theory and research in these fields is noted. A specific (and somewhat new) sequence is proposed for important peer-interaction differences between boys and girls. Included in some more explicit hypotheses is one (on sex differences in intelligence-test behaviours) of interest to educators.