Social learning theory as applied to gender development

Question 1

Social learning theory

Answer 1

Bandura proposed that gender role development is the result of learning from social agents who model and reinforce gender role behaviours.

Question 2

Indirect reinforcement

Answer 2

Vicarious reinforcement - children witness many examples of gender behaviour at home and at school, as well as on television and in films. By observing the consequence of such gender behaviours, they learn something about what is appropriate behaviour.
Although boys and girls may observe the characteristic behaviours of both sexes, they are only likely to repeat behaviours of people they identify with.

Question 3

The role of mediational processes

Answer 3

Information about reinforcements is stored as an expectancy of future outcome. When there are appropriate opportunities, children will display behaviour they have observed provided that the expectation of reward is greater than the expectation of punishment.

Question 4

Maintenance through direct reinforcement

Answer 4

If a child is rewarded for certain gender-related behaviours, they are likely to repeat the same action in similar situations in the future. This direct reinforcement then influences the usefulness of the behaviour.
This is also vital because a child may see a same-sex individual behaving in a particular way and getting rewarded, but may be punished if they imitate this behaviour, which would reduce the likelihood that this behaviour is repeated.

Question 5

Direct tuition

Answer 5

Children also learn through explicit (direct) instructions about appropriate gender behaviour. This begins when children acquire linguistic skills.

Question 6

Self-direction

Answer 6

Reciprocal determinism - people also have the capacity to direct themselves.
Once children have internalised gender-appropriate behaviours, their own behaviour is no longer dependent on external rewards or punishment. They then direct their own behaviour.