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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