Social learning theory - gender development

• SLT for gender development

  The social learning theory proposes that gender development occurs in a social context through observation and imitation. It also proposes how factors such as identification, mediational processes (attention, retention, reproduction and motivation) and vicarious reinforcement are involved.
• SLT for gender development . 1) attention

  Firstly, the child must pay attention to the gender behaviour being displayed by a same-sex role mode (e.g. a boy watching his father play football).

  This is likely given the child will identify with that same-sex role model i.e. they will view themselves as similar due to being of the same gender.
• SLT - retain/imitate

  must retain their gender behaviour in their memory so that they can imitate it at a later time. child will only imitate the gender behaviour if they think they can physically reproduce it i.e. a girl may think she can imitate the feminine behaviour of putting on makeup so is likely to imitate when she observes her mother wearing makeup. the child is more likely to imitate gender behaviour if they observe the same-sex role model being rewarded for it (VR) it will motivate the child into doing the same gender behaviour in hope of receiving same reward.
• Strength of SLT to gender development -received SE

  E.g. researchers compared children raised in ‘traditional’ families (where dad went to work and mum cared for children) with children raised in ‘alternative’ families (such as those where mum and dad shared child care). They found that children from ‘traditional’ families displayed more gender stereotypical behaviours and attitudes than children from ‘alternative’ families. This is a strength because it suggests that parents act as gender role models which their children then observe and imitate. Therefore adds credibility.
• SLT further supporting evidence - changed beh.

  This is a strength because this can be explained by the social learning theory in that gender norms have changed over time and so children are now observing and imitating different gender roles. In contrast, a biological explanation for gender development would not be able to explain such a change as there has been no changes in our chromosomes, hormones etc. Therefore adds credibility.
•  limitation of SLT as applied to gender development is that it cannot explain why a child’s understanding of gender changes with age.

  E.g. as boys and girls age, they begin to show less rigid gender attitudes and behaviours despite living in the same environment i.e. observing and imitating the same things. This is a limitation because this can be better explained by cognitive theories e.g. Kohlberg proposes that the brain biologically matures with age and so children can develop more complex ways of thinking about gender, regardless of what they are observing. questions credibility.
•  limitation - SLT to gender development - opposing evidence from the case of David Reimer.

  found that despite trying to raise David as a girl (where he should have identified with female role models+imitated their feminine attitudes+behaviour) - never happy as a girl and later resumed his masculine identity. limitation - if gender is learned within a social context, he should have been socialised into being a girl. David’s case better supports the biological explanation for gender development that proposes his chromosomes and hormones were more important in determining his gender. ? cred.