Social Representations of Gender in Peer Interaction and Cognitive Development

Abstract

AbstractThe paper discusses how social representations of gender and their development in childhood relate to the structuring of communication on collaborative problem solving in the educational context and the consequences of such communication dynamics for learning and cognitive development. In the theoretical framework and the empirical work outlined an emphasis is given on the articulation of different levels of analysis (intra‐personal, inter‐personal, inter‐group/positional and ideological/social representations) (Doise, W. 1986. Levels of Explanation in Social Psychology: European Monographs in Social Psychology. Cambridge: Cambridge University Press) in a way that explanatory power is increased for understanding the often contradictory findings in the literature around gender talk in mixed‐sex dyads in the educational context.