social learning theory
AO1
SLT: all behaviour, including gender behaviour, is learned through direct conditioning and, more importantly, through observing others.
Direct reinforcement: children are praised for gender-appropriate behaviour (e.g. "good girl") and punished for inappropriate behaviour.
Indirect (vicarious) reinforcement: seeing another person rewarded or punished makes a child more likely to imitate or avoid that behaviour.
Identification: the child follows role models they perceive as similar or attractive (parents, peers, TV characters).
Modelling: copying the behaviour of that role model. processes (4): Attention → Retention → Motor reproduction → Motivation (mnemonic: ARRM).
AO3
Strengths
SLT is supported by research.
Smith and Lloyd (1987) dressed babies aged 4 to 6 months as boys or girls, and adults offered "boys" hammers and "girls" dolls.
This shows gender-stereotyped behaviour is reinforced from a young age.
It supports SLT's claim that reinforcement shapes gender behaviour.
SLT explains cultural change in gender roles.
Gender roles are less rigid than in the past, with less punishment for non-stereotypical behaviour.
example stereotypical feminine behaviour in the 60s that women’s stay at home1
Role models and vicarious reinforcement change as society changes.
SLT is flexible and includes cognitive factors (the four mediational processes).
suggests that social learning is one approach that can explain cultural changes
Weakness
SLT has no developmental sequence.
Kohlberg proposed children can't be active in gender development until they reach gender constancy.
SLT also underplays biology, as reinforcement may be a consequence of children's behaviour.
SLT can't explain why gender understanding changes with age it isn’t reasonable to say that children who are two years old learn in the same way sas a 9 year old
It is an incomplete explanation.