Social Learning Theory And Gender Development Flashcards
Outline SLT for gender development
The SLT for gender development suggests that there are various stages in which children learn how to behave in a gender appropriate way. Children first observe behaviour through role models such as parents or teachers. This behaviour is then imitated through the child’s self-efficacy where they believe they too can do the observed behaviour. This behaviour is then reinforced directly or to others. If positively reinforced, these behaviours are strengthened, if negatively reinforced, these behaviours will likely be stopped to prevent the associated unpleasant experience. If the outcomes of the behaviour are positive, behaviour is likely to be repeated which then leads to the internalisation of the behaviour in the person.
Supports evidence, Eccles
Found that teachers praised boys for being clever and girls were being tidy. This supports SLT because teachers (role models) are positively reinforcing certain behaviours for each gender. This leads to these certain behaviours to be consistently repeated due to the praise they receive for imitating these behaviours. However, teachers may negatively reinforce behaviours such as boys being tidy and girls being clever which encourage children to stop behaving in certain ways. teachers may also vicariously reinforce other students to not act in certain ways when they see the consequences of the students face.
Supporting evidence, Idle
Found that fathers want their sons to play the masculine toys but mothers don’t worry about it so much. This supports SLT as if the father positively reinforced the behaviour by praising the boy for choosing masculine toys, the boy would be more likely to repeat the behaviour. If, however, the boy demonstrated gender and consistent behaviour by choosing a feminine toy. the father may show his disapproval and the boy may stop playing with the toy and she’s a masculine one, thereby negatively reinforcing the choice of a ‘ gender appropriate’ toy as he has changed his behaviour to the negative response from his father.
Limitation, ignores biological influence
SLT has little emphasis on influence of genes and chromosomes and only considers the role of the environment. Contradicting evidence from Money who studied David Reimer demonstrates it is not possible to override chromosomal influence despite best efforts to do so. Therefore, a biosocial approach is more appropriate as it considers how innate biological differences are influenced by social interactions and cultural differences which impacts gender development.
Ban Bossy campaign
Argues from a young age, girls are taught to be quiet and submissive, and when they break these gender norms, they are criticised and called “bossy”. Through this negative reinforcement, they lack self efficacy to be able to grow up to be leaders. Goals therefore like role models and imitation internal leadership behaviours.
