Gender stereotyping in media productions has been a contentious issue for a number of years. Whilst it might now be considered ‘old media’, television is perhaps still one of the most influential forms of media (Witt, 2005). Studies have shown that children watch, on average, 30 hours of television a week (Witt, 2005). The increasing popularity of the internet and social media technologies, however, could mean that children’s exposure to television programmes is actually significantly higher. But what effect do media productions, specifically television productions, have on children’s perceptions of gender roles? In her article, ‘The Influence of Television on Children’s Gender Role Socialization’, Susan D. Witt (2000) discusses the prevalence of gender stereotyping and the consequences it has on the development of young children’s understanding of gender roles.
Developing Understandings
Children’s understanding of societal norms develops from an early age. Like many other aspects of children’s development, this understanding comes from their direct experiences with the world which surrounds them (Witt, 2005). Whilst some of this understanding comes from the family situation and the community to which they are exposed (Witt, 2005), for many children television is a big part of their world, therefore, it is only fitting that children would also develop preconceptions based on what they see on television (Leaper 2000). Witt (2005) suggests that much of what it shown on television typifies stereotypical beliefs, especially regarding gender roles. The gender roles portrayed in the media are most often out-dated and incorrect (Lemish, 2010). However, because young children are likely to watch the same programs repeatedly, the negative stereotypes that are portrayed are being reinforced again and again as norms (Davis, 2010), which leads children to develop ill-conceived notions about what it means to be a male or female in society (Witt, 2005; Klein, Shiffman & Welker, 2000).
Developing Understandings
Children’s understanding of societal norms develops from an early age. Like many other aspects of children’s development, this understanding comes from their direct experiences with the world which surrounds them (Witt, 2005). Whilst some of this understanding comes from the family situation and the community to which they are exposed (Witt, 2005), for many children television is a big part of their world, therefore, it is only fitting that children would also develop preconceptions based on what they see on television (Leaper 2000). Witt (2005) suggests that much of what it shown on television typifies stereotypical beliefs, especially regarding gender roles. The gender roles portrayed in the media are most often out-dated and incorrect (Lemish, 2010). However, because young children are likely to watch the same programs repeatedly, the negative stereotypes that are portrayed are being reinforced again and again as norms (Davis, 2010), which leads children to develop ill-conceived notions about what it means to be a male or female in society (Witt, 2005; Klein, Shiffman & Welker, 2000).
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| Damsel In Distress |
Certain traits are seen as important in a child’s development regardless of sex; autonomy, initiative, and industriousness (Erikson, in Witt, 2005). While male characters on television programs are likely to exhibit these traits regularly, female characters are more often portrayed as passive, indecisive, and subordinate to men (Witt, 2005). Frequent exposure to these negative stereotypes can lead young children to believe this is the accepted behaviour of women and men in society (Witt, 2005). Such negative stereotypes can be witnessed on many children’s television programs, however, it is perhaps more prevalent in children’s films. One obvious example of this would be Disney feature films, which regularly portray the female characters as damsels in distress who need a strong male character to rescue them (England, Descartes & Collier-Meek, 2011).
Gender Role Misrepresentation
Gender roles are often misrepresented in film and television, however, this is generally more prevalent for female characters than male characters (Witt, 2005). Female characters are often portrayed as young, attractive and thin, and are often placed in situations where looks are more important than any other attribute (Witt, 2005). Music videos are just one example of the over sexualisation of women on television. Many children, especially female children, watch music videos on a regular basis. But what message are these videos sending to females? Women are four times more likely to be dressed provocatively than men in music videos, which Witt (2005) argues portray women as sex objects. Not only is this sexualisation happening in music videos, but it can also be seen in animated children’s programs, which children are exposed to on a regular basis (Klein et al., 2000). Animated female characters are often seen with a small waist size, a large bust size, and revealing clothing (Lemish, 2011). In fact, Disney’s princess characters all seem to conform to this unrealistic view of women’s body images. Witt’s article does not discuss the ramifications of this sexualisation of female characters, however, some scholars argue that the sexualisation of women on television can lead children, especially females, to develop unrealistic notions about body image and can undermine healthy sexual development (Lemish, 2011).
Gender Role Misrepresentation
Gender roles are often misrepresented in film and television, however, this is generally more prevalent for female characters than male characters (Witt, 2005). Female characters are often portrayed as young, attractive and thin, and are often placed in situations where looks are more important than any other attribute (Witt, 2005). Music videos are just one example of the over sexualisation of women on television. Many children, especially female children, watch music videos on a regular basis. But what message are these videos sending to females? Women are four times more likely to be dressed provocatively than men in music videos, which Witt (2005) argues portray women as sex objects. Not only is this sexualisation happening in music videos, but it can also be seen in animated children’s programs, which children are exposed to on a regular basis (Klein et al., 2000). Animated female characters are often seen with a small waist size, a large bust size, and revealing clothing (Lemish, 2011). In fact, Disney’s princess characters all seem to conform to this unrealistic view of women’s body images. Witt’s article does not discuss the ramifications of this sexualisation of female characters, however, some scholars argue that the sexualisation of women on television can lead children, especially females, to develop unrealistic notions about body image and can undermine healthy sexual development (Lemish, 2011).
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| Housewife Advertising |
Advertising is another form of televised media where women are often misrepresented. In the early days of television advertising, men were represented more often than women (Witt, 2005). Whilst this discrepancy has now been aligned, women are more likely to be shown playing the role of the housewife or mother, and representing products for the home (Witt, 2005). These sorts of representations in advertisements send out stereotyped messages of gender roles, which are likely to be viewed by children during or in between programs.
Not only are females misrepresented on television, they are also underrepresented. In a study of children’s cartoons it was found that female characters “were pictured less often than males, were less active than males, played fewer roles than males, played fewer lead roles than males, and worked primarily in the home” (Streicher, in Witt, 2005, p. 323). Even on lauded educational programs such as Sesame Street there is a dominance of male characters and male voices (Witt, 2005). This underrepresentation of females delivers indirect messages to children regarding the value of women compared to men (Signorielli, 1997).
Stereotyped gender roles on television can have an effect on young children’s developing understanding about societal norms. Children who are not exposed to television have shown to have less stereotyped beliefs about gender roles (Kimball, in Witt, 2005). Conversely, children who have been exposed to non-traditional gender roles on television have shown to have more non-traditional notions about gender roles (Witt, 2005). This demonstrates that what children view on television can in fact have an impact children’s understanding of gender roles. Witt (2005, p. 324) argues that all children should be able to “develop a sense of self in a gender-fair environment that encourages everyone to fully feel a part of society”. However, I believe for this to happen, children need to be educated in the ways of critical media literacy, to ensure they are able to recognise the bias they are viewing on television. This approach would help children develop into competent adults who are not influenced by the stereotypes they see on television.
References
Davis, G. (2010). When gender equality is no longer a fairy tale. Retrieved October 17 from http://www.summitdaily.com/article/20100429/COLUMNS/100429803/1078&ParentProfile=1055
Davis, G. (2010). When gender equality is no longer a fairy tale. Retrieved October 17 from http://www.summitdaily.com/article/20100429/COLUMNS/100429803/1078&ParentProfile=1055
England, D.E., Descartes, L., and Collier-Meek, M.A. (2011). Gender role portrayal and the Disney princesses. Sex Roles, 64(7), p. 555-567.
Klein, H., Shiffman, K. S., & Welka, D. A. (2000). Gender-related content of animated cartoons, 1930 to the present. Advances in Gender Research, 4, 291–317.
Leaper, C. (2000). The social construction and socialization of gender during development. In P. H. Miller & E. Kofsky Scholnick (Eds.), Towards a feminist developmental psychology (pp. 127–152). Florence: Routledge.
Lemish, D. (2010). Screening gender on children’s television: the views of producers around the world. New York, USA: Routledge.
Signorielli, N. (1997). Reflections of girls in the media: A content analysis. A study of television shows and commercials, movies, music videos, and teen magazine articles and ads. An executive summary. California, USA: The Henry J. Kaiser Family Foundation.
Witt, S. D. (2005). The Influence of television of children’s gender role socialization. Childhood Education, 76(5), p. 322-324.
Images
Damsel In Distress. Retrieved from http://gaggingonsexism.files.wordpress.com/2011/07/images-44.jpeg?w=259&h=194
It is quite common in academic circles and easy at face value to critique Disney in a negative light when examining gender norm reinforcement and stereotyping. However, it should also be understood that the majority of Disney classic animated movies are based primarily in fairy tales and fables, born of another era altogether, where the norms the films portray were, in fact, normal. A study undertaken by the University of Conneticut (2008) indicated a transition of roles and imagery of the Disney Princess model from one of domesticity, compliance and submission to one of power and assertive behaviours in the later Disney Princess films.
ReplyDeleteI agree wholeheartedly with the premise that what children view on television can have an important impact on their understanding of gender roles and relationships. However not all television offers limiting illustrations of this area. Even within the programming for young children, attempts can be seen for equal roles being filled by different sexes on screen. Take Play School for example, with both it’s male and female hosts performing the same tasks interchangeably each day on the show, they are asexual in their approach, dress and interactions.
References:
England, D. and Descartes, L. (2008) . Gender Role Portrayal and the Disney Princesses, Department of Human Development and Family Studies, University of Connecticut. Retrieved 28 October 2011: http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England%20poster.pdf