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The Educational Value

Mejer Balling
· 5 min read

Gender Stereotypes in Toys and Film/Television: A Closer Look

This passage discusses how toys and films/television shows can reinforce traditional gender stereotypes for children. Here's a breakdown of the key points:

  • Gender Difference: Many toys and programs promote a binary view of gender, with clear distinctions between masculinity and femininity. Examples include Power Rangers with designated pink and yellow suits for females and the focus on action and weaponry for males.
  • Female Marginalization:  Girls are often placed in secondary roles or presented as needing care and nurturing. This is evident in Power Rangers where female characters help civilians while males fight, or Baby Annabell dolls that require feeding and comforting.
  • Male Heroism:  Boys' toys and programs frequently emphasize action, adventure, and problem-solving associated with masculinity. Power Rangers celebrate martial arts and battles, while Thomas the Tank Engine highlights the importance of being strong and fast.
  • Appearance for Girls:  There's a strong emphasis on appearance and beauty for girls, often linked to attracting someone (usually male). Examples include Bratz dolls with their focus on fashion and makeup, or Tom & Jerry cartoons where the female cat is shown applying makeup.
  • Heteronormativity:  The toys and programs analyzed largely promote a heterosexual worldview, where characters conform to traditional gender roles within heterosexual relationships.
  • Exceptions Exist:  While these stereotypes are prevalent, there are some exceptions. Mary Poppins takes a strong leadership role, and Thomas the Tank Engine stories emphasize moral values like cleanliness for male characters.

Heterosexuality and Gender Norms in Children's Media

This section focuses on how toys and films/television shows reinforce heteronormative ideals and traditional gender roles in children. Here are the key points:

  • Reinforcing Gender Roles: The concept of heterosexual relationships is presented as the norm, with clear distinctions in how men and women behave. Men are typically portrayed as active in courtship ("wooing") while women are passive recipients.
  • Sexualization of Women: Attractiveness is linked to femininity, and female characters are often presented in a way that is pleasing to the male gaze.  This is evident in Tom & Jerry cartoons where a glamorous white cat is contrasted with a larger Black female character lacking "femininity."
  • "Bad" Female Sexuality:  Powerful female characters, often villains, are portrayed as hyper-sexual and threatening.  Their sexuality is linked to their villainy, suggesting that strong, independent women are undesirable.
  • Heteroromantic Relationships: Romantic storylines are common, particularly in resources aimed at girls (like Bratz dolls) but also present in shows like Power Rangers. These stories often emphasize the emotional investment of the female character.
  • Heterosexuality as the Norm:  The portrayal of happy marriages and nuclear families reinforces the idea that heterosexuality is the only natural and desirable relationship model. This is evident in Mary Poppins where the film concludes with a united family unit.
  • Early Exposure to Heterosexual Norms:  The passage argues that these portrayals can influence children's understanding of relationships and sexuality at a young age, potentially limiting their perception of what's possible.

The Impact of Toys and Films/Television on Gender Identity

This article explores how children's toys and entertainment resources can shape their ideas about gender. Here are the key takeaways:

  • Learning Through Play:  Children learn not just through explicit instruction but also through play and interaction with toys and media.  These resources can provide educational opportunities and promote skill development.
  • Gendered Consumption:  Children tend to gravitate towards toys and media marketed towards their gender. This limits the educational experiences and skills they develop.  For example, boys' toys may emphasize technical skills while girls' toys focus on nurturing.
  • Reinforcing Gender Stereotypes:  Many toys and programs reinforce traditional gender stereotypes. This includes portraying boys as active and dominant and girls as passive and nurturing.  Heterosexuality is also presented as the norm.
  • Children's Active Role:  Children are not simply passive recipients of these messages. They actively participate in constructing their gender identity through their choices and interpretations of toys and media.
  • Social Influences:   Social factors like parental choices and peer pressure can influence children's preferences for toys and media, further shaping their gender identity development.
  • The Power of Toys:   Toys can function as a tool for "doing gender" - acting and behaving in accordance with societal expectations of masculinity or femininity.  The way toys are marketed and presented to children also shapes their understanding of gender roles.
  • A Call for Change:  The article suggests a need for more critical examination of children's entertainment resources and a wider range of representations to challenge gender stereotypes and allow children more freedom to explore their identities.

Notes


Becky Francis is a distinguished Professor of Education at the School of Education, Roehampton University. Her expertise revolves around understanding the formation of social identity, with a keen focus on gender, ethnicity, and social class within educational settings. She has extensively researched how these social constructions influence educational achievement and has contributed significantly to this field through her wide-ranging publications.

Some of her notable authored works include "Feminism and ‘The Schooling Scandal’" (Routledge, 2009) and "Reassessing Gender and Achievement" (Routledge, 2005), both co-authored with Christine Skelton, as well as "Understanding Minority Ethnic Achievement: Race, Gender, Class and ‘Success’" (Routledge, 2007), co-authored with Louise Archer. Additionally, Becky Francis has co-edited several readers on theory and practice in gender and education, including "The Sage Handbook of Gender and Education" (2006).

Becky Francis's contributions to the field of education have been widely recognized, and she continues to make significant strides in her research and advocacy efforts. It's noteworthy that she transitioned to a new role as the Director of Education at the RSA in April 2010, further extending her impact and influence in the realm of education.

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