SLT in gender development

• Bandura pointed out, in relation to the behaviourist approach that reinforcement cant fully explain complex human behaviours. Bandura proposed that gender role development is the result of learning from social agents who model and reinforce gender role behaviours. Children observe the behaviours of others and learn consequences of the behaviour (vicarious reinforcement). Children witness many examples of gender behaviours at home and school as well as TV. By observing the consequences of these behaviours, they gradually learn the behaviours as well as if they’re worth repeating.
• Although children observe both sexes, they're only likely to repeat behaviours modelled by individuals they identify with. So, girls are likely to imitate behaviours shown by girls, and same with boys. Boys may see their mothers clean and cook in the house, but unlikely to copy that behaviour. Info about reinforcements is stored as expectancy of future outcomes. So B's theory moved from behaviourism as mental representations are involved. When appropriate situations occur, if they have observed a reward for a behaviour, its more likely to imitate this behaviour than one which wasnt
• . So, modelling and imitation is based on consequences. If a child is rewarded themselves for certain gender-related behaviours they are likely to repeat them in the future. This direct reinforcement is vital in case the role model was rewarded, but when the child tries it themselves, it may create a punishment. So, children learn from direct and indirect reinforcement but also learn through explicit instructions about appropriate gender behaviour.
• Direct tuition begins when children acquire linguistic skills. Bandura believes that people aren’t just shaped by their environment forces, but also have the capacity to direct themselves. He called this reciprocal determinism. This means once children have internalised gender-appropriate behaviours, their own behaviour is no longer dependent on external rewards or punishments.
• One issue with SLT concerns the importance of peers in gender development.

  Some psychologists take the view that peers are the prime socialising agency of gender development. However, peers are unlikely to be important in early childhood when important aspects of gender development are taking place. Later on in childhood its likely that it doesnt create gender stereotypes but just reinforces already existing ones. 

  This suggests that peer reinforcement mainly acts as a reminder.
• The increasing importance of self-regulation was demonstrated in a study.

  Bussey and Bandura 1992 showed children ages 3-4 were shown videos of other children playing with masculine and feminine toys and asked to comment on the children in the video. The younger children disapproved to other children playing with the gender-inconsistent toys but not for themselves whereas the older children disapproved of both. This was confirmed when the children actually played with the toys.

  This shows how self-regulation increases with age. 
• SLT acknowledges the role of innate, biological behaviours but doesn't incorporate them into the account.

  For example, testosterone during prenatal development creates a more 'masculine' brain and a tendency for certain types of behaviour. Cross-cultural research also indicates there are some universals in the way that men and women behave, which in turn supports the role of biology.

  Such universal similarities suggest that biology plays an important role in shaping gender behaviour and perhaps social factors merely refine it.
• There is evidence to support modelling.

  For example, a study by perry and Bussey shows film clips to children ages 8-9. In the film boys and girls were seen selecting an apple and a pear, both gender neutral items. Later on when given the choice, the children picked the fruit they had seen their gender picking (both boys and girls) this shows that children model behaviours that they have observed in the gender appropriate models. 

  Therefore, this supports SLT and modelling, but the effects are limited to existing stereotypes not counter stereotypes.