Social learning theory to Gender Development

• Social learning theory as applied to gender development

  Social learning theory as applied to gender development draws attention to the influence of the environment (nurture) in shaping gender development. Social learning theory thus states that gender-related behaviour is learned from the observation and imitation of same-sex role models (such as parents, older siblings and television characteristics) who model gender-appropriate behaviour.
• The process in which social learning of gender occurs involves:

  1st Identification with the same-sex role model

  2nd Mediational processes

  3rd Vicarious reinforcement
• Describe Identification with the same-sex role model inreference to SLT as applied to gender development

  For a child to observe and imitate gender-appropriate behaviour, they must first identify with their same-sex role model.

  These same-sex role models will often model gender-stereotypical behaviour e.g. a mother may model stereotypically feminine behaviour when putting on makeup.
• describe mediational processes in reference to SLT as applied to gender development

  • Once a child identifies with their same-sex role model, they pay more attention to them.
  • They are more likely to observe gender-stereotypical behaviours.
  • The child must remember the observed behaviour for future reproduction.
  • Retaining these behaviours allows the child to reproduce them later.
  • Motivation to reproduce the behaviour depends on the reinforcements and punishments the role model receives.
• describe vicarious reinforcement in reference to the SLT as applied to gender development


  • If a same-sex role model's gender-related behavior is reinforced, the child is more likely to imitate it.
  • If the role model's gender-related behavior is punished, the child is less likely to imitate it.
  • For example, if a girl sees her mother complimented for wearing makeup, she may try to replicate this feminine behavior.
  • Conversely, if a boy sees an older male teased for feminine behavior, he is less likely to imitate it.
• Evaluation of the role of social learning in gender development

  • there is research to support
  • that it can explain shifts in gender roles and what people regard as stereotypically masculine and feminine behaviour.
  • it cannot explain age-related changes in gender behaviours despite the same environment.
  • it has received opposing evidence from the case study of David Reimer.
• Culture

  Culture can be defined as the behaviours, attitudes, and traditions that exist within a large group of people.
• The influence of culture on gender roles

  Gender-related cultural behaviours, attitudes and traditions are passed down from one generation to the next both explicitly (e.g. being told what boys and girls do) and implicitly (e.g. modelling gender-typical behaviours that children then observe and imitate).

  These cultural behaviours, attitudes and traditions are resistant to change, thus shaping children’s gender-related attitudes and behaviours.
• Ways in which culture can influence gender roles:

  • Parental influence
  • School influence
  • Peer influence
• Evaluation of the influence of culture on gender roles

  • Cross-cultural supporting evidence
  • Supporting evidence for the role of parental influence
  • Fails to explain underlying similarities in gender roles between cultures
• what are the 3 points of the influence of the media on gender roles

  • The media provides rigid gender stereotypes
  • The media reinforces rigid gender stereotypes
  • Children are motivated to imitate gender stereotypes they see in the media
• Evaluation of the influence of media on gender roles

  • Correlational supporting evidence
  • Problems with correlational research
  • More casual evidence
  • Difficulties generalising findings due to the type of media assessed