Gender in Media

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Gender in Media Heather Vazquez February 6, 2022 DPSY-8218 Dr. Amanda Rose

Gender socialization in early childhood grows into a restriction of clear binary. Girls are associated with pink while boys are associated with blue. Children have been exposed to gender- related content through advertisements, shows, and are surrounded by varying platforms that uphold traditional attitudes. As this influence furthers, this pushes a narrative that boys and girls must conform to the social expectations and attitudes that have been associated with their gender roles in society. The beliefs of this promote gender stereotypes of a child into adulthood, holding affect in the media along with the classroom. Gender stereotypes in the media are a primary factor of a child’s influence as some get introduced to children’s programs at an early stage of development. Varying programs can hold sexist attitudes, taking advantage of a child’s vulnerability and presenting them with a gender- centric viewpoint that can skew any role they hold in society. Olivia Campbell (2017) furthers this discussion by presenting reports that adds weight toward this topic. Campbell (2017) notes that Caroline Knorr (2017) of Common Sense Media stated that “television and videos targeting infants and toddlers are replete with gender stereotypes”. These tropes have male characters depicted as funny, strong, emotionally inept, risk-takers, while female characters are overly emotional, agreeable, bashful, and interweave their concerns toward their physical appearance. Knorr (2017) writes that young audiences who absorb these concepts, view problematic behaviors which can lead to harmful personal development. “According to the report, a lifetime of viewing stereotypical media becomes so ingrained it can ultimately affect kids' career choices, self-worth, relationships, and ability to achieve their full potential” (Knorr, 2017). Of course, parents do not want their children emulating this behavior as it can affect their self-esteem. One solution that can correct this is by recognizing characters

that defy traditional norms held on binary and seek out media that does not portray characters in a stereotypical manner. Campbell (2017) wrote that one of the primary factors to deconstruct this attitude is to allow parents to call out sexism where it is show and promote their children to be positive toward how they identify. Through this, children can learn that the norm can be how they view themselves rather than what society is promoting to push. Misrepresentation also adds to issues of sexism in the media as some pieces of media can portray female and male characters as exaggeration which can intensify harmful narratives to younger audiences. Campbell (2017) listed that an example of this can be shown through the Smurfs film as the only female character presented in the series does not hold a specific calling trait that is associated with the rest of her male counterparts. To apply this as a plot device can influence girls into thinking that they do not hold a purpose when compared to males. Campbell (2017) also listed Mickey Mouse and the Roadster Racers, guilty of promoting gender stereotypes as well. “Daisy and Minnie frequently find themselves in caregiver roles too often associated with women: They are pet sitters, birthday cake bakers; they help someone pick out a last-minute gift, cook and clean at a bed and breakfast” (Campbell, 2017). Adding to the franchise, the two female characters are listed as ‘happy helpers’ as they are providing use to the team, but this role can also limit a younger audience to believe that there are only a few roles that women are meant to uphold in society. These exaggerations can also affect the way boys view themselves as well. A problematic stereotype that has been pushed onto boys is the idea of hostility being a variable within their personality. Campbell (2017) noted that generally there is a social acceptance with boys holding violent tendencies or aggression as that is correlated with “typical” masculine behavior.

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Promundo (2020) posted a report that had shown that this behavior has been the most prominent stereotype that is displayed in children’s television. The report found that in shows boys had favored, “male characters committed 62.5% of violent acts against another person, compared with 37.5% of acts perpetrated by female characters” (Promundo, 2020). The report also noted that this display was also true for male characters of color which continues to push a damaging racial stereotype. Additional stereotypes that male characters have fallen victim to in the media is the notion that they lack empathy compared to their female counterparts along with lack of competence. The idea behind ‘lack of competence’ comes with the male portrayal of parents on television. Fathers in television are displayed as less hands on with parenting responsibilities, forcing them to be depicted as comic relief, pushing the impression that they are seen as unfit parents which furthers the caregiver role assigned to female audiences. Solutions that can guide this influence toward a positive light is through reconstructing the media displayed to male audiences and deconstructing the societal notion of masculinity. A part of this solution is rebranding the idea of masculinity so that it focuses more on the male audience’s self-esteem rather than the aggressive behavior that has been categorized as a part of that. Adults can avoid common stereotypes that hold men in a negative light and discuss the types of assistance that they can provide, depict boys asking for help, steering clear of media that holds damaging gender norms, search for media that rebels against the norms and provides positive models to mirror, and calling out any form of media that promotes a fixed depiction of manhood in young boys. By applying these as guides, boys and young men will develop as leaders that are not promoting a harmful imbalance to the society they were born into. Because the influences presented by the media to younger audiences, this can hinder the way that children transition into adulthood. Aside from the stereotype threats that are pushed onto

either party, this can affect the way they are performing in the classroom. Wille et al. (2018), “investigated effects on boys' and girls' stereotype endorsement, math performance, and different motivational constructs to gain insights into differential effects”. They presented this study by introducing the study of underrepresentation of women in fields that require more mathematics and how there is a clear bias within this side of industry. These fields include STEM, science, tech, and engineering which would expand diversity in the workplace if they were involved with these subjects. Willie et al. (2018) reports that one of the leading reasons toward this is due to gender stereotypes that have been applied to children and how society has socialized their purpose as beings due to gender. The report indicates that these influences can cause a female student’s performance in math decline along with their motivation if the stereotype of girls performing bad in mathematics is promoted. Wille et al. (2018) applied the expectancy-value theory toward this report as it is usually used to frame studies regarding motivation and gender differences. In brief, this theory discusses the expectancies of success within different fields. However, expectancy beliefs also create space for self-esteem as it can also correlate with the individual’s belief of self-competence in later achievements. “Ample research drawing upon expectancy-value theory has consistently indicated that girls exhibit lower expectancy and value beliefs [and higher cost] for math than boys from an early age on. By contrast, meta-analyses investigating gender differences in math achievement have shown rather small advantages for boys compared with girls” (Wille et al., 2018). This suggests that these gender differences tend to occur through mathematical testing. Gender stereotypes remain a factor in the difference of mathematical testing. Through the subject itself, it is regarded as a male based domain along with science which can shy away girls

and young women from branching into the field as the stereotype tells them they lack skills within the subject. The results in the devaluing of the subject for female students while it raises value toward male students, leading to good self-esteem, and bettering their personal competence beliefs for success. On the other hand, subjects such as literature and arts are listed as female based domains which can project the same belief decline onto the other party. Because of the stereotypes pushed onto these subjects, it creates a negative disposition among young audiences. This disposition festers into a feeling of not belonging in a community, which these children can fall victim to and run the risk of poor academic performance. “Research on expectancy-value theory has focused primarily on the influence of parents, teachers, or peers on children's endorsement of stereotypes and their expectancy and value beliefs” (Wille et al., 2018). This does not negate the contribution that media such as film and television programs can hold on to children. A child’s competence belief can be impacted by media influence as it can show falsehoods of gender roles and how the child’s gender can be perceived further on. A solution to this can be reconstructing classroom etiquette so that the students feel that they are within a judgement free zone. Holding no bias in the classroom can allow for students to develop a higher value of competence which is significant for those who want to achieve academic success. Campbell (2017) added the idea that society must view boys and girls as equals rather than creating division based on stereotypes. She notes that people typically speak on deconstructing the view society holds toward girls and women as there’s importance in depicting girls as independent, “but it’s just as important for boys to see these. And all kids need to see boy characters who express empathy, act as caregivers, resolve conflicts peacefully, and collaborate with girls as equals” (Campbell, 2017). By promoting children to defy gender norms, they are

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going to establish their grounds as beings in society and rebel against social restrictions that have been founded on stereotype threats. Throughout the solutions presented in this manuscript, it is important to note that the influences presented by media and adults are both variables toward gender stereotype threats as adults can reinforce the roles that are depicted on television and film. In order to decline this impact, adults must be mindful to avoid stereotypical conversations regarding female or male parties and apply the importance of cross-gender friendships to students. To create positive social change, adults and teacher can go a step further with this matter and participate in classes created to aid in avoiding bias in the classroom and transcend it into the workplace. This guides the children to develop into adulthood with a decline of stereotypes affecting their performance and benefit their self-esteem as it will allow them to be confident in their skills entirely. Moreover, this can guide the students in viewing each other as equals and to challenge gender norms so that can strive for similar achievements accordingly. Through the final recommendation listed, studies and reports can be measured without gender bias put in place, creating a neutral foundation for children. This can also reconstruct the way femineity and masculinity is fixed in society as a neutral ground, which implies that female and male parties can define it personally toward how they see fit rather than associating it with exaggerated traditional beliefs that have been push onto them through the media. This promotes adults to become major support systems to children by calling out problematic media that promotes these notions and can affect the children negatively for a lifetime.

References: Campbell, O. (2017, December 5). Why gender stereotypes in kids' shows are a really big deal. Kids TV Shows Gender Stereotypes, Toxic Masculinity. https://www.refinery29.com/en-us/kids-shows-gender-roles-stereotypes Knorr, C. (2017, June 19). Gender stereotypes are messing with your kid. Common Sense Media: Ratings, reviews, and advice. https://www.commonsensemedia.org/blog/gender- stereotypes-are-messing-with-your-kid Promundo. (2020, June 23). New Research: Most-Watched TV Content Often Reinforces Male Stereotypes: Aggressive, Uncaring, and Hands-off Parenting. Promundo, https://promundoglobal.org/new-research-most-watched-tv-content-often-reinforces-male- stereotypes-aggressive-uncaring-and-hands-off-parenting/ Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018). Gender stereotypes in a children's television program: Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9, Article 2435. https://doi.org/10.3389/fpsyg.2018.02435

Gender in Media

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