Social learning as an explanation for gender development

Outline SLT as an explantion for 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

• Direct learning happens when the child themselves receives positive reinforcement for their gender-appropriate behaviour - ‘what a good boy you are to help Dad in the garden!’

• Direct learning takes place if the child is aware that disapproval from the parent has been withdrawn when they begin to act in line with their gender

• Direct learning also takes place if the child is punished for gender-inappropriate behaviour they have engaged in - ‘as you keep playing with your mother’s lipstick, I won’t take you to the football match - boys don’t wear lipstick.’

• 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 is likely to be learned by the child observing this, while behaviour that is punished is likely not 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

Research evidence Smith & Loyd +

There is research evidence from smith and Loyd in 1978 who investigated 4-6 month old babies who were dressed half the time in boys clothes and half the time in girls clothes. The 'boys' were given boy appropriate toys and encouraged to be active and adventurous whereas the 'girls' were given girl appropriate toys and were told they were pretty.

This suggests that gender appropriate behaviours are enforced from as early as 4 months and that direct reinforcement is used by adults to portray gender appropriate behaviour. This is a strength for the social learning theories explanation of gender development as it demonstrates the reinforcement that children receive from their environment.

Peer relationships overemphasises -

There are issues with social learning explanation regarding the importance of peer relationships in the research by

Lamb and Roopnarine in 1979 who observed pre school children and found that when male type behaviour was reinforced by peers in school the behaviour continued for a shorter time than than when male type behaviour was reinforced in boys.

Lamb and Roopnarine in 1979 who observed pre school children and found that when male type behaviour was reinforced by peers in school the behaviour continued for a shorter time than than when male type behaviour was reinforced in boys. Limiting the theories emphasis on peer relations in gender identity development.

Overemphasis on social process -

A limitation of the social learning theories explanation of gender development is that it puts too much emphasis on the social process.

The role of hormones like testosterone in prenatal development has been proven to create a more masculine brain. And there is research evidence for the universal role of biology in gender appropriate behaviour. For example Margret Meads 1935 study in Papua New Guinea found that men were more aggressive in all the groups she studied despite variations between them.So although social learning theory acknowledges the role of innate, biological behaviours it does not incorporate them in the theory.Such universal similarities suggest that biology plays an important role in shaping gender behaviour, and social factors merely refine them

Compare to psychodynamic +/-

Unlike comparisons with the biological approaches explanation, the psychodynamic approach would be in agreement with social learning theory.

in terms of same sex parents influencing the child's gender development. However the psychodynamic approach would also accuse social learning theory of focusing too much on meditational processes and of ignoring the importance of the unconscious. Since it deals only with conscious levels of information processing.

Despite this criticism from the psychodynamic approach there is some level of agreement which is a strength for the social learning explanation for gender development. Not to mention the fact that there are larger amounts of research evidence for social learning theories explanation than the psychodynamic one. Which relies solely on one single case study from 1909. ( the study of little Hans).