The Influence of Social Learning on Gender Development

Gender development, encompassing the acquisition of gender identity, roles, and behaviours, is a multifaceted process influenced by a complex interplay of biological, psychological, and social factors. While biological factors lay the foundation, social learning theory posits that a significant portion of gender development can be attributed to the observation and imitation of gender-related behaviours within our social environments. This essay will explore the substantial evidence from psychological research that underscores the profound influence of social learning on shaping our understanding and expression of gender.

Observational Learning and Modelling

Social learning theory, pioneered by Albert Bandura, emphasizes the pivotal role of observational learning in acquiring gendered behaviours. Children, as astute observers, learn by watching and imitating others, particularly those they perceive as models. These models can be parents, caregivers, peers, or even characters portrayed in media. The impact of a model on a child's behaviour is influenced by several factors:

• Attractiveness: Children are more likely to emulate models they find appealing or admirable.
• Status: Models perceived as having higher social standing, such as authority figures or older peers, hold greater influence.
• Appropriateness: The perceived gender-appropriateness of the model's behaviour plays a crucial role. Children are more inclined to imitate same-sex models, particularly when the behaviour aligns with societal expectations of their gender.

For instance, Perry and Bussey (1979) found that children, when presented with multiple models performing gender-neutral activities, showed a clear preference for imitating the behaviour of same-sex models. This highlights the significance of gender as a salient category in early social learning.

Reinforcement and Punishment

Beyond observation, social learning theory emphasizes the role of reinforcement and punishment in shaping gender-typed behaviours. Children are more likely to repeat behaviours that are rewarded or praised, while those met with disapproval or punishment are likely to be discontinued. Research suggests that parents, often unconsciously, play a significant role in this process. Quiery (1998) found that fathers, compared to mothers, were more likely to reinforce sex-typed behaviours in their children, both explicitly through praise and implicitly through their own actions.

Furthermore, studies have documented a gender bias in the punishment of aggression. Huston (1983) found that while boys' aggressive behaviours were often tolerated or even encouraged, girls were more likely to be chastised for similar actions. This differential treatment can lead to the internalization of gender norms, with girls learning to suppress aggression and boys feeling empowered to express it.

Social Disapproval and Gender-Inconsistent Behaviour

Social learning extends beyond direct reinforcement and punishment to encompass the influence of social feedback. Children are highly attuned to peer reactions and quickly learn which behaviours are deemed acceptable or unacceptable within their social groups. Bussey and Bandura (1992) demonstrated that young children, even as young as four years old, express disapproval of gender-inconsistent play. Boys playing with dolls or girls engaging in rough-and-tumble play were often met with negative reactions from their peers, highlighting the role of social policing in maintaining gender norms.

Media Influence and Gender Stereotypes

In today's media-saturated world, the influence of television, movies, video games, and online content on gender development cannot be overstated. Steinke's (2008) research revealed a strong correlation between exposure to gender-stereotyped portrayals in media and the reinforcement of traditional gender roles in children. Children exposed to media where women were predominantly depicted in passive, domestic roles and men in assertive, leadership positions were more likely to endorse these stereotypes themselves.

Meditational Processes and Cognitive Development

While social learning theory underscores the importance of observation and imitation, it also acknowledges the role of cognitive processes in mediating learning and performance. Bandura outlined four key meditational processes:

• Attention: Children must first attend to the modelled behaviour to learn from it. Salient or novel behaviours are more likely to capture their attention.
• Retention: Once observed, the behaviour must be encoded and stored in memory for later retrieval.
• Motivation: Children need to be motivated to reproduce the behaviour, influenced by anticipated rewards or the desire to emulate the model.
• Capacity for Reproduction: The child must possess the physical and cognitive abilities to successfully imitate the observed behaviour.

These cognitive processes highlight that social learning is not a passive process of mere absorption. Children actively engage with their social environments, selectively attending to, processing, and choosing which behaviours to imitate.

Conclusion

In conclusion, a substantial body of psychological research provides compelling evidence for the profound influence of social learning on gender development. Through observation, imitation, reinforcement, and social feedback, children learn and internalize gender norms prevalent in their social environments. Models, particularly those perceived as attractive, high-status, and gender-appropriate, hold significant sway over children's behaviours. While biological factors undoubtedly contribute to gender development, social learning theory offers a valuable framework for understanding how societal expectations, cultural norms, and individual experiences shape our understanding and expression of gender.