Social Learning theory of Gender

• Social Learning Theory (SLT)


  A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors. It states all behaviour including gender related behaviour is learned from observing others. This can include observing parents, peers, teachers, culture and media.gender-related
• Direct reinforcement


  Children and more likely to be reinforced for demonstrating behaviour that is gender appropriate. Boys may be encouraged to be active, assertive and engage in rough play, girls may be rewarded for being passive, gentle and staying close to their parents. The way these differences are encouraged is called differential reinforcement. it is through this the child learns gender identity. They are more likely to repeat a behaviour they are rewarded for.
• Indirect (vicarious) reinforcement


  If another person's behaviour is rewarded, a child will more likely to imitate the behaviour. For example, if a little girl sees her mother receive a compliment for wearing makeup and a dress, the girl may try to repeat this behaviour. If they are punished, their behaviour is less likely to be imitated. For example, if a little boy sees a male class teased for playing with dolls, he is less likely to do the same.
• Social Learning theory- Identification and modelling


  Identification refers to a child attaching themself to someone they see to be like them or who they want to be like. They are role models and may be teachers, parents, siblings etc. or in the media e.g. popstars. They tend to be attractive high status and are usually the same sex as the child.
• Mediational processes


  Social learning theorists have proposed four mediational processes central to the learning of gender behaviour

  Attention

  Retention

  Motivation

  Motor Reproduction
• Research support for SLT approach to gender


  A strength of SLT is key principles are supported by evidence. Smith and Lloyd observed 4-6 month babies interacting with adults, babies dressed as boys were more likely to be given a hammer-shaped rattle and encouraged to be adventurous and active. The same babies dressed as girls were more likely to be handed cuddly toys, told they were pretty and reinforced for being passive. Suggesting gender-appropriate behaviour is enforced at an early age through differential reinforcement, supporting SLT.
• Counterpoint to research support for gender SLT

  Differential reinforcement may not be the cause of gender differences in behaviour. Adults may be responding to innate gender differences that are already there. For example, the observation boys are encouraged to be more active during play may be a consequence of the fact they are naturally more active anyway, due to hormonal differences. Suggesting it is likely social learning theory is only part of the explanation of how children acquire gender-related behaviours.
• Strength of SLT and culture

  A strength is that SLT can explain cultural changes in gender-appropriate behaviour. There has been no biological change in people over time that can explain the change in gender stereotypes, however, there has been a shift in social expectations and cultural norms over the years, meaning new forms of gender behaviours are now unlikely to be punished and may be reinforced. This shows that social learning is an approach that can explain cultural changes in gender behaviour.
• Limitation of SLT and explaining age


  A limitation of SLT is it doesn't provide an adequate explanation of how learning processes change with age. The general implication is modelling can occur at any age. However, it seems illogical that children who are say, two years old learn in the same way as children who are nine. This conflicts with Kohlberg's theory that children do not become active in their gender development until gender constancy. This suggests an influence of age and maturation on learning gender concepts is not a factor considered by SLT.
• Freud vs SLT identification

  Frueds Psychodynamic approach makes reference to the importance of identification in gender development. He claimed the most important influence is the same-sex parent whose gender they internalise. However, SLT considers a range of role models, physically present and symbolic e.g. parents, peers or people in the media. The implication is the same sex parent is important but not everything, in terms of influence.