Social learning theory to gender development.

• Mediational process - learning gender behaviour

  • Attention - noticing behaviour
  • Retention - remembering behaviour
  • Motivation - Desire to repeat the behaviour
  • Reproduction - Being physically capable of doing it.
• Identification and Modelling

  • Identification - child attaches themselves to a person who is seen to 'be like them' or wants to be like them. These people are Role Models, and may be part of the child immediate environment e.g parent, or presented in the media like pop stars. Role models tend to be high status, attractive, and usually same gender as child.
  • Modelling - precise demonstration of a behaviour that may be imitated by an observer. E.g mother may model stereotypically feminine behaviour when doing something.
• Vicarious reinforcement

  • If the consequences of another persons behaviour are favourable, the behaviour is more likely to be imitated by a child. - e.g child sees mother get complimented when wearing makeup and dress, the child may try repeat this behaviour.
  • If the consequences of behaviour are seen to be unfavourable, punished, behaviour is less likely to be imitated. e.g boy sees another boy teased for showing feminine behaviour, behaviour is unlikely to be copied.
• Direct reinforcement

  • Children are more likely to be praised for demonstrating behaviour thats stereotypically gender-appropriate.
  • The way in which boys and girls are encouraged to show distinct gender appropriate behaviour is called differential reinforcement. Its through this that a child learns their gender identity.
  • A child is more likely to repeat a behaviour thats been rewarded, which may be direct or indirect.
• SLT itself

  • Behaviour is learned through observing others.
  • SLT draws attention to the influence of the environment (nurture) in shaping gender development. This includes significant other that a child comes into contact with e.g parents, peers and culture and media.
• AO3 - strength - supported by research

  • In a study by Smith and Lloyd, babies were dressed as either boys or girls, regardless of their actual sex. Adults treated the 'boys' more actively and the 'girls' more gently.
  • This shows that gender roles are learned through early reinforcement, supporting the theory.
  • However, these differences in treatment might not cause gendered behaviour. Adults could be reacting to natural differences, like boys being more active due to hormones. This suggests social learning is only part of the picture-bgoligcal factors also play a role.
• AO3- Strength - it can explain cultural changes in stereotypically gender appropriate behaviour.

  • What's seen as 'masculine' or 'feminine' today is very different from the 1950's, even though biology hasn't changed. This shift is better explained by changes in social expectations and norms.
  • So, social learning can explain cultural differences in gendered behaviour, though other factors like cognitive development may also contribute.
• AO3 - weakness - doesn't explain how learning processes change with age.

  • It assumes children learn gender roles from birth, but it seems unrealistic that a 2 year old understands gender like a 9 year old. This clashes with Kohlberg's theory which says kids don't fully understand gender until they reach gender constancy.
  • So, social learning theory doesn't account for how age and development affect gender understanding.