Social Learning Theory of Gender Flashcards
Define social learning theory as applied to gender development
Feminine and masculine behaviour is learned through observation and imitation of same-sex role models and through reinforcement for gender-appropriate behaviour.
Explain direct learning / reinforcement in the context of gender development
Positive direct reinforcement is vital to increase a child’s confidence and efficacy in engaging in the behaviour. This is because it is stored as an expectancy of future outcomes.
Explain why direct reinforcements for gender-appropriate behaviours are important to a child’s gender development
Direct reinforcement is vital to increase a child’s confidence and efficacy in engaging the behaviour as the information about reinforcements for given behaviours by models is stored as an expectancy of future outcomes.
Explain differential reinforcement
The way in which boys and girls are reinforced by those close to them when they show distinct gender-appropriate behaviour; it is through this process that a child learns their gender identity directly and indirectly.
Explain indirect learning / reinforcement in the context of gender development
When a child observes another person gaining praise for gender-appropriate behaviour or punishment for gender-inappropriate behaviour. The behaviour is learnt through vicarious reinforcement, as behaviour for which another is praised is likely to be learned (and imitated) by the child observing, while behaviour that is punished is likely not to be performed by the observer.
What are ‘agents of socialisation’
Parents, siblings, teachers, friends, peers, etc. who model examples of appropriate and inappropriate behaviour, and the consequences of conforming or not conforming to gender norms (vicarious reinforcement).
Outline what is meant by direct tuition
The explicit instructions and guidance given to a child about gender-appropriate behaviour.
Explain identification
When a child internalises and adopts behaviours or attitudes shown by a role model. If the role model is someone the child admires and especially if they are the same sex as the child, then the behaviour is very likely to be imitated.
Describe modelling
From the role model’s perspective – the precise demonstration of a behaviour that may be imitated by an observer (e.g. mother modelling stereotypically feminine behaviour when tidying the house)
From the observer’s perspective – imitation of a behaviour portrayed by the model (e.g. when a little girl imitates her mother setting the table
Outline the 4 mediational processes
- Attention – noticing certain behaviour
- Retention – how well behaviour is remembered
- Motor reproduction – ability to perform behaviour
- Motivation – behaviour will be performed if expectation of a positive consequence is greater than the expectation of a negative consequence
3 Strengths of social learning theory explanations (1 COUNTER)
Research support for modelling:
Perry and Bussey (1979) showed a group of children aged eight and nine, film clips that portrayed boys and girls selecting fruit such as an apple or pear, both of which were gender-neutral items. When the children were later given the choice of selecting fruit themselves, they chose fruit they had observed their same-gender model choose in the film clips. This demonstrates how children will imitate behaviours they observe in gender-appropriate models.
COUNTER - however, the children only modelled the same-sex behaviour as long as the behaviour was not counter to gender stereotypes (e.g. a man wearing a dress). Therefore, whilst research supports social learning explanation of gender, it seems that the effects of modelling and subsequent imitation are limited by existing societal gender stereotypes.
Accounts for social/ cultural changes:
Social learning can explain cultural changes in stereotypically gender-appropriate behaviour. The way society views and emphasises stereotypical masculine and feminine behaviour has changed significantly throughout the twentieth and twenty-first centuries. In the current climate, there is less of a clear-cut distinction between males and females, both in terms of gender as a construct and socially expected / acceptable behaviour. People are embracing the idea of androgyny, and gender fluidity more and more.
This can be explained by a shift in social expectations and cultural norms over the years that has meant new forms of “acceptable gender behaviour” are now unlikely to be punished and may be reinforced. As there has been no corresponding change in people’s basic biology within the same period, such a shift in perspective is much better explained by theories of social learning, rather than the biological approach
Support for agents of socialisation:
Fagot (1978) conducted a series of five one-hour long observations of parents and their children playing together in their homes. It was found that parents reacted significantly more favourably to the child when the child was engaged in a same-sex-preferred behaviour. Boys were encouraged to play with toys such as trucks and building blocks and girls were praised for asking for help when it was needed and playing with dolls. Parents were also more likely to give negative responses to cross-sex-preferred behaviours. Girls were discouraged from running around, jumping, climbing, etc. and playing rough games and boys were discouraged from playing with dolls and asking for assistance.
Such research enhances the validity of the idea that perceived gender-appropriate behaviours are vicariously reinforced by agents of socialisation, most notably by parents.
2 Limitations of SLT explanation of gender
Overemphasis on social processes:
Whilst SLT acknowledges the role of innate, biological behaviours, it does not incorporate them into the theory, and places too much emphasis on the role of the environment (nurture).
SLT would suggest that through the processes of modelling, reinforcement, identification, etc. that a child could be raised any gender, despite their biological sex. Yet, the case study of David Reimer suggests that it is not possible to raise a biological male as a female and override chromosomal and hormonal influences.
Modern researchers are more likely to adopt a biosocial theory of gender, which suggests that there are innate biological differences between boys and girls that are reinforced through social interaction and cultural expectations.
Does not provide an adequate explanation of how learning processes change with age:
It would be unreasoned and illogical to suggest that, for instance, children who are two years old learn in the same way as children who are nine years old.
This notion glaringly conflicts with Kohlberg’s theory who argues that children do not become active in their gender development until they reach gender constancy.
This suggests that influence of age and maturation on learning gender concepts is not a factor considered by social learning theory, hindering its generalisability and explanatory power.
