2. PSYA3: Gender: Social Influences
Complete the mind map to help you remember how social factors can shape our gender.
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3. Bell activity:
Discuss on you tables:
What can you remember about Social
learning theory?
http://www.youtube.com/watch?v=KHi2dxSf9hw
Children see children do video clip
4. Starter
Can you think of any specific TV
programmes you watched as a child
that may have influenced you to act
more feminine or masculine?
Maybe a particular character was
influential?
One of my favourite films was the little Mermaid…
http://www.youtube.com/watch?v=AvP5-XOvWvE
5. Social cognitive theory
Bandura renamed Social learning theory to social cognitive theory to emphasise the role of
cognitive factors in learning.
In this situation, the source of information is social (E.G: parents, peers and TV) and what is
learnt is a cognition- something stored in the mind.
Bandura (1991) suggested that gender role
development is the result of learning from
social agents who model and reinforce gender
role behaviours
He suggests we learn in 3 different ways:
1) Indirect reinforcement
2) Direct reinforcement
3) Direct tuition
6. Research to support social cognitive
theory: modelling
Bandura‟s initial source of evidence for both
learning and modelling was from his Bobo doll
studies
Question: What can you remember about
Bandura‟s research? Discuss in pairs.
These effects have also been demonstrated for gender. For example, the
study by Perry and Bussey demonstrated the effect of modelling on gender
development.
However, the children only modelled the same sex behaviour as long as the
behaviour was not counter to gender stereotypes. E.G: a man wearing a dress)
The effects of modelling are limited by existing stereotypes.
7. Social cognitive theory
1) Indirect reinforcement
Children observe the behaviour of others and
learn consequences of the behaviour (vicarious
reinforcement). Learning such behaviours
result in imitation and modelling.
Question: Can you think of an example linked
to learning gender appropriate behaviours?
8. Social cognitive theory
2) Direct reinforcement
Although boys and girls may learn the
characteristic behaviours of both
sexes, they do not perform everything
they learn. For example, boys may learn
a great deal about home making
through repeated observation of their
mothers but will not adopt such
activities as they would not be
rewarded for it.
Question: Can you think of any further
examples?
9. Social cognitive theory
3) Direct tuition
Children learn through vicarious
reinforcement (indirect) but also
through explicit (direct) instructions
about appropriate gender behaviour.
Direct tuition begins as children acquire
linguistic skills and serves as a
convenient way of informing children
about appropriate and inappropriate
styles of conduct.
Question: Can you remember specific
gender appropriate behaviours you were
taught from a young age by your
parents?
10. Sources of social influence
Smith and Lloyd (1978) observed Mothers
playing with their infant who was either
presented with a boy (in terms of name and
clothing) or as a girl. The Mothers selected
gender appropriate toys and also responded
more actively when a boy showed increased
motor activity.
The influence of parents
There is considerable evidence for differential
reinforcement from parents. They are seen to reinforce
gender-appropriate behaviours.
11. Sources of social influence
Peers also provide feedback when a friend steps outside what is accepted as
„appropriate‟ behaviour for that gender, reinforcing each other for gender
appropriate activities as well as punishing behaviours which are seen to be
inappropriate for their gender (Lamb et al, 1980)
This may involve direct tuition E.G: “Don‟t be a sissy”.
The influence of the Peers
As a child‟s social world expands outside the home, peer
groups become another source of gender development.
Peers are important because they offer a model of
gender-appropriate behaviours.
Perry and Bussey (1979) showed film clips to children
aged 8-9. In the film boys and girls were seen as either
selecting an apple or a pear (both gender neutral items).
Later the children were given the choice of fruit. Boys
selected the fruit they had seen another boy selecting
and the same happened with the girls.
12. Sources of social influence
How are males usually
portrayed in the media?
Independent
Strong
Pursuing engaging occupations
Engaging in sporty activities
The influence of Media
Men are more likely to be seen as exercising control over events, where as women are
likely to be shown to be more at the mercy of others (Hodges et al, 1981)
Those who have a higher exposure to these differential gender representations tend
to display more stereotypic gender role conceptions than do light viewers (McGhee
and Frueh, 1980).
How are females usually
portrayed in the media?
Dependent
Emotional
Unambitious
The media also gives information about the likely outcomes of behaviours of males and
females.
Seeing people similar to oneself succeed raises a persons belief in their own
capabilities (self efficacy), where as the failure of similar others produces self-doubt
about one‟s own ability to master similar activities.
13. Notel, Unitel and Multitel
Williams (1985) was offered the unique opportunity to study a Canadian community surrounded
by mountains that had not previously received a TV signal.
The community was named Notel for the purpose of the study.
It was compared to 2 other towns Unitel which only had access to 1 Canadian channel and
Multitel which had access to a number of American channels.
Method: Williams assessed the behaviour and attitudes
of children in these towns in various
ways, including, questionnaires about their gender
stereotypes (E.G: asking what characteristics were more
typical of boys and girls).
Findings: Children in Notel and Unitel had weaker sex-
typed views than the children in Multitel. This was
especially true for girls.
The children were re-assessed 2 years after the
introduction of TV in Notel and it found that their views
had become significantly more sex-typed.
Question: How can we evaluate this piece of research?
Don‟t
forget, usually it
would be really
difficult to
research into
media influences
as many children
now have access
to some form of
TV.
14. Social Influences on Gender
• In groups you are going to look at either:
• Peers
• Parents
• Media
You need a short paragraph of A01 on each of
these. Explain- what do they have to do with
gender roles?
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15. PSYA3: Gender: Social Influences: Evaluation
Critical Commentary
Imagine you are given the question:
‘Discuss social influences on gender”
complete a critical commentary of the social approach to gender.
Use the suggestions below to prompt you.
You MUST include the following:
- Positive A02 points of the social approach.
- Negative A02 points of the social approach.
You SHOULD include the following:
- Studies which refute the social approach, using them for evaluation.
- Studies which support the social approach, using them for evaluation.
You COULD include the following:
-A03 evaluation of studies – evaluating methodology.
- A full range of detailed synoptic evaluation points, from a variety of
debates, issues and approaches.
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16. Social Influences on Gender
• In your groups – type up one A4 sheet on the
social influence on gender that you are
researching. This will then be distributed to
the rest of the group.
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17. Research into social cognitive theory
Research has found that tuition may be more
effective than modelling:
Martin et al (1995) found that pre-school
boys played with toys labelled „boys toys‟ (a
kind of „direct tuition‟ because they were told
they were boys toys) they did this even when
they saw girls playing with them.
However, they didn‟t play with toys labelled
„girls toys‟ even when they saw boys playing
with them.
This suggests that direct instruction is more
important than modelling in pre-school
children.
However, „instructors‟
(such as parents and
teachers) do not always
practice what they
preach. The impact of
tuition is weakened
when what is being
taught is contradicted
by what is being
modelled.
How can we evaluate
this piece of
research?
18. Evaluation:
Gender differences:
There appears to be gender differences in the
way Mothers and Fathers regard
reinforcement.
Langlois and Down’s (1980) found that
Fathers were more openly disapproving of
their sons inappropriate gender behaviour (E.G
playing with a doll). Mothers usually reinforced
gender-appropriate play in sons and daughters
and didn‟t punish gender inappropriate play.
They also found a similar pattern of
reinforcement in peer reinforcement. Boys
tended the act negatively towards gender
inappropriate behaviours where as girls were
more tolerant.
Q: Why do you think this is the case?
It has been
suggested that
such behaviours
may be due to the
fact that female
behaviour has a
lower value.
Q: Is a female
engaging in a male
behaviour more
desirable?
19. Evaluation:
Evaluation of peer influences
Some argue that peers are unlikely to
be important in early childhood when
important aspects of gender
development are taking place.
Later on in childhood it is likely that
peer behaviour does not create
gender role stereotypes, but existing
ones are reinforced.
Lamb and Roopnarine (1979)
observed pre-school children at play
and found that when male-type
behaviour was reinforced in girls, the
behaviour continued for a shorter
time than when male behaviours were
reinforced in boys.
Does peer reinforcement just act as a
reminder?
20. Evaluation:
It has been suggested that media
effects may be insignificant
Various pieces of research have
found evidence to suggest that media
does not have an effect.
For example, Signorelli and Bacue
(1999) examined over 30 years of Tv
programming and found very little
change in gender stereotypes.
21. IDA links
The biological approach
Bandura did not deny the
role of biological factors in
social learning theory.
In terms of gender he
recognised that there was a
starting point for social
learning as children know
what sex they are.
Therefore you could argue
Bandura takes a holistic
approach as he considers
biology as a contributing
factor.
22. The main IDA links you could refer to
when evaluating social influences on gender
role:
Approaches
Cultural bias
Activity: Write a short paragraph to explain
how you can apply each IDA link as evaluation
of social influences on gender role
To evaluate research into
social influences on gender
role
23. Plenary/ homework
Complete the essay
planning sheet for the
following essay: Outline
and evaluate social
influences on gender
role (24 marks).
