Social Learning Theory & Gender Development (AQA A Level Psychology): Revision Note

The role of reinforcement in gender development

• Social learning theory states that feminine and masculine behaviour is learned by observation and imitation of same-sex role models and through reinforcement for gender-appropriate behaviour

• Enactive representation is where a child tries out a behaviour and directly experiences other people’s reactions (praise, teasing, punishment)

  • Direct learning happens when the child receives positive reinforcement for their gender-appropriate behaviour

    • E.g., ‘what a good boy you are to help Dad in the garden!’

  • Direct learning also takes place if the child is punished for gender-inappropriate behaviour they have engaged in

    • E.g., ‘as you keep playing with your mother’s lipstick, I won’t take you to the football match'

• Positive outcomes strengthen and negative outcomes weaken the behaviour

  • The child gradually internalises the gender appropriate behaviour and begins to self-regulate

• Direct tuition is where children learn through explicit (direct) instructions about what is appropriate gender behaviour and begins when children develop linguistic skills

  • E.g., 'girls don’t swear,' 'big boys don’t cry,' 'girls don't play football,' 'boys don't wear pink'

• Indirect learning takes place when the boy or girl 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 or punished is likely to be learned by the child observing

  • The consequence received by the model determines whether the behaviour is likely to be performed by the observer

• It is through different forms of reinforcement from those close to them (especially role models) that a child learns their gender identity directly and indirectly

The role of identification & modelling in gender development

• Identification in the social learning theory of gender development is when a child internalises and adopts behaviours or attitudes shown by a role model of the same gender

  • E.g., a girl sees another girl acting in a gender-appropriate way (maybe playing with a doll), the first child then internalises the message that this is what girls do, and she wants to do it as well

  • E.g., a girl say to another, ‘girls don’t do that!’ about a certain behaviour, they also internalise that message and ensure they keep to gender-appropriate behaviour

• Modelling is a term used by Bandura (1977) to describe observational learning

• It has four components (mediational processes):

  • Attention - the behaviour has to be observed

  • Retention - the behaviour needs to be remembered

  • Reproduction - the child needs to be physically and/or cognitively capable of imitating the behaviour

  • Motivation - the behaviour needs to be something the child wants to do

• If all of the components outlined above are present, then the behaviour or attitude is likely to be imitated, and this is how behaviour, including gendered behaviour, is learned

• If the role model is someone the child admires, and especially if they are the same sex as the child, then the behaviour becomes very likely to be imitated

Research which investigates social learning theory and gender development

• Fagot & Leinbach (1995) found that four-year-olds displayed more gender role stereotyping and used gender labels earlier in ‘traditional’ families (where the father worked outside the home and the mother stayed home), than in less traditional families

  • This suggests that parents act as gender role models for their children

• Quiery (1998) used questionnaires and naturalistic observation and found that fathers interacted more with sons, while mothers attended equally to sons and daughters

  • This suggests that fathers, more than mothers, reinforce gender roles 

Evaluation of social learning theory and gender development

Strengths

• Research supports the claim that parents reinforce gender roles in children through direct and indirect learning

• Social learning theory could be used to explain gradually changing gender roles in society, as fathers and mothers swap or merge roles more frequently, so children have a range of gender-appropriate behaviour to model

Weaknesses

• The social learning theory of gender development cannot explain why siblings of the same sex and in the same household can grow up with very different gender identities

• The theory also fails to explain why children from non-traditional households may develop traditional gender identities

Link to Issues and Debates:

The social learning theory of gender development is an example of soft determinism, as it acknowledges that children can choose to some extent whether or not they imitate behaviour, depending on the reinforcement they receive or observe, which will affect their motivation. Their gender behaviour  is not completely environmentally determined, but is mediated by their cognition

Unlike psychodynamic theory, social learning theory lacks gender bias, as the supporting research focuses on the effects of role models upon both girls and boys.

Social learning theory is heavily on the side of nurture in the nature-nurture debate, as the theory only focuses on social processes and ignores the role of biology in shaping gender