She Wears Pink and He Wears Blue: A Content Analysis of ...



She Wears Pink and He Wears Blue: A Content Analysis of Gender Roles in Children’s FilmsNicole Jasperson3/4/2013Dr. Lee VigilantSC 352-WChildren’s films have been popular since the beginning in order to entertain children and the family. Over the years children’s films have become more visually entertaining and more realistic. Certain films have been criticized for the amount of gender stereotypes they portray, but children’s films, other than Disney, have not come under fire. This study will examine the top three children’s films, rated G and PG from 2010-2012, to determine the gender portrayal of each character. By using a content analysis, this study identified the ratio of female and male characters and certain gender roles. The findings suggest the perpetuation of gender roles leading to the further normalization of patriarchal society. INTRODUCTIONChildren’s films have been produced since the early 20th century starting with silent films and turning to full length animated films. Currently audiences think of the Disney franchise when they think of children’s films, and the first full length animated children’s film was Snow White and the Seven Dwarfs made in 1937. There have been about 30 films produced each year aimed at family and children. Not only are there animated Disney films being produced, but also non-animated films by Fox, DreamWorks, and Warner Brothers. Along with films, gender roles have also been examined in mass media; video games, movies, and television shows are critiqued by academia when a woman or man is represented stereotypically. The ongoing research is to determine if and how children’s films are contributing to early gender socialization.It is important to recognize the role children’s films plays in today’s society. These films are being shown to children from the age of 3 and on. Parents also purchase merchandise from their children’s popular films, and they buy the movies so their children can watch it over and over again. Children’s films are important to study because the content socializes children at a young age. Children are malleable and learn from various agents of socialization how to think, feel, and act about gender and culturally approved gender roles. The purpose of this study is to investigate the various gender roles depicted in children’s films. This research also examines how males and females are represented numerically in each film. A content analysis will analyze the sex of each main character, the social roles they play, and the appearances portrayed. In particular, the study will determine how children’s films currently are socializing children. LITERATURE REVIEWGender Roles in MediaConstant themes seem to emerge regarding women in various media outlets. A current study completed by Rebecca L. Collins (2011) regarding a content analysis of gender roles in media found common themes. She found women to be under-represented in media and often portrayed in negative ways (p.290). Collins states: “…they are shown in traditionally feminine roles. Women are portrayed as nonprofessionals, homemakers, wives or parents, and sexual gatekeepers” (p.290). This study concludes women are still being depicted in a level lower than men. Not only are women represented stereotypically, but also men as well in media. Men are constantly portrayed as having masculine characteristics, such as strength, violent tendencies, and domination. Cara Wallis (2011) conducted a content analysis of gender display in music videos and found gender being performed by men and women. Wallis partially confirmed her hypothesis of males displaying more aggressive behavior than females (p.168). Said Wallis: “…males employed significantly more aggressive playing of instruments than females and engaged in significantly more flinging of fingers/hands” (p.168). Males and females are performing gender roles in music videos and this further perpetuates stereotypical social roles. Theoretical Perspectives of Gender SocializationIn order to complete a content analysis on gender roles and stereotypes it is important to understand the impact these factors have on children. The possibility for gendered materials to influence a child’s mind set while shaping their current and future assumptions of men and women is present. Oliver and Green (2001) hypothesized children are aware of the gender classifications in animated media. They found children predicted which cartoons boys or girls would like better due to previously learned stereotypes and gender roles. If gender roles are constantly being shown to children, this will result in the normalization of socially acceptable behavior. Erving Goffman is one of the main sociologists that have contributed to the study of social interaction and symbolic interaction. Goffman (1976) defines gender roles as the “conventionalized portrayals” of the “culturally established correlates of sex” (pg. 1). These gender displays tend to be seen as natural due to the constant representation in media and interactions. To Goffman, the gendered behaviors of men and women, such as masculinity and femininity, are created by the environment that we consciously and unconsciously interact with in society. METHODOLOGYThis study is a content analysis looking at the various gender roles depicted in children’s films. In addition, the biological sex of each character was examined. A content analysis “is a technique for examining information, or content, in written or symbolic material” (Neuman 2007:20). This methodology was chosen in order to determine traditional gender roles among male and female characters in children’s films. Table 1 lists each film analyzed, the year the film was released, and the biological sex of characters in each film. SampleThe sample consisted of three children’s films: Toy Story 3 (2010), Cars 2 (2011), and Brave (2012). Each film chosen was the top grossing children’s film (rated G or PG) of that particular year according to . These films were chosen due to their popularity among families. Table 1: Biological Sex of Characters, by FilmTop Grossed Film by YearMales Rolesn %Females Rolesn%Total n Toy Story 3-201029 69.013 30.942Cars 2-201158 67.428 32.686Brave-201242 91.34 8.746Total129 74.145 25.9174CodingSome of the behaviors used to evaluate the characters were taken from previous studies and research on gendered behavior or characteristics in media (England et al. 2011). Other new themes throughout the films were written down and later defined into specific categories. Masculine and feminine characteristics were coded as well as the biological sex of each character. Social roles were coded as well in order to determine the differences between males and females in a larger context. All characteristics were assessed for all performers in each film, including by standards. Operational Definitions of Coding CharacteristicsThe film’s content was coded for the gendered characteristics of actors throughout the films (masculine and feminine), social roles by the character’s biological sex, and the appearance of performers by body frame and clothing. The operational definitions were established based on past research and learned definitions. Masculine TraitsStrong-lifting of heavy objects, depicted as muscular, or ability to fight…Brave-courageous, save the other characters, not afraid of anything, or ability to rescue other characters…Competitive-the urge to win, being a winner, aggressive, combative, or trials of win or lose. There is usually a winner or a loser… Intelligent-a wealth of knowledge, knowing facts that would have to be studied, or more intelligent than others… Athletic-ability to run fast, jump high, reach far heights, or participate in any sport…Feminine TraitsVictim-female character being saved, trapped physically or mentally, abuse or physical harm…Emotional-crying, caring for others, hyperactivity, or display of affection…Weak-not being able to lift heavy objects, non-athletic, or not being able to run, jump, or climb... Dependent-not being able to do things on your own, need a man or companion to complete tasks… Sexual-dressed in tighter outfits, wearing short dresses or skirts, or make-up… Man’s Social RolesHero-character saves the day, saves the other characters, or saves the community… Blue Collar Career-any career mostly seen as masculine by society, police, firefighter, doctor, lawyer, race car driver, mechanic, or warrior…Leader-charismatic, rules over a group of people, or helps people find their way…Female’s Social RolesDamsel in Distress-needs to be saved, will not succeed without a companion, weak, or lost... Pink Collar Career-any career seen as feminine by society, nurse, flight attendant, model, princess, or house-wife… Follower-goes with the flow, does not speak up or have a voice, or listens to the leader of the group... AppearanceSexually Revealing Clothing-tight clothes, high heels, short skirts and/or dresses, chest showing, or cleavage showing… Thinness-character appears to be thin, small waist and stomach, not overly muscular, or petite… Attractiveness- visually beautiful, symmetrical face, other characters view he/she as beautiful. FINDINGSThe three films were coded in order of their production, beginning with Toy Story 3 (2010), Cars 2 (2011), and Brave (2012). In examining gender socialization we have to look at the male to female ratio in the three movies. As Table 1 presents 74.1 percent of all characters were male compared to 25.9 characters being female. This shows that the films are based heavily on male dominated roles. If women are not getting equal roles in children’s films, this can result in the socialization of girls into feelings of inferiority to males.These particular children’s films could be so heavily weighted toward male characters due to the expected audiences. Cars 2 is focused solely on male children due to racing already being socially constructed to include mostly males. However, it was surprising to see only 4 females in the film Brave due to the empowering role the main character plays being a little girl. Toy Story 3 did have about half the number of female characters to male characters making it the most gender neutral of the three movies, and showing that its primary audience was both boys and girls. The main insight that can be observed is the gendered pattern of characters being mostly males in the three films, which in turn supports patriarchal privilege in the wider society. Along with the ratio of males to females in the children’s films, masculine and feminine characteristics were observed. Results show in Table 2 the high difference between masculine traits and feminine traits among males and females. In total, 27.5 percent of females portrayed masculine characteristics and only 12.7 percent of males portrayed feminine characteristics. This contributes to early gender socialization of what a boy or girl thinks they can –or have to- be in society. Gendered social roles are prominent in all three films. The main results that stood out from the research are the differences between blue collar and pink collar careers in Table 3. In all three movies, no males were portrayed as working in pink collar careers, such as taking child care or flight attendants. Only a total of 3 females in the movies were portrayed as working blue collar careers. The three careers are (1) an international spy, (2) a mechanic, and (3) a cowgirl. The gap between blue collar and pink collar careers show children the cultural script of what their future careers should be –and what they should aspire to be. The gender division of labor is intractable in these films because of the social construction of masculinity and femininity. It is easier for a girl to transition into a masculine role, such as Merida’s character in Brave. She is observed as strong, brave, and fearless. However, Merida is also viewed as vulnerable, scared, and beautiful. While Merida can blend into a masculine role, a male character cannot blend into a feminine role. Our society would label a male working in a pink collar job as gay, effeminate, and “girly,” which in turn devalues females while lending implicit support to patriarchy. Lastly, appearance was examined and the results are shown in Table 4. Sexually revealing clothing, thinness, and attractiveness are usually thought of as female characteristics, but results show these are male characteristics as well. Attractiveness and thinness were about equal for males and females compared to the total number of males and females in each movie. The main difference found in appearance was the sexually revealing clothing compared to male and female characters. Female characters were 93.2 percent more likely to be wearing sexually revealing clothing. LIMITATIONS AND CONLUSIONThis study does have some limitations due to the fact that multiple researchers were not involved in the coding process for cross-checking. According to Robert Johnson, investigator triangulation is important to be able to observe at different times and compare notes. Methods triangulation, such as incorporating interviews with the consumers of children’s movies, was not used; this study relied on content analysis as the sole method. The results of this content analysis support the findings of previous research on gender roles in various media. The results show the perpetuation of gender roles in children’s films. Boys and girls are being shown at a young age what our society deems acceptable. Simply stated, boys are socialized to be aggressive, strong, and work in blue collar careers while staying fit; girls are socialized to be caring, dependent, and work in pink collar careers while still being sexually attractive. Table 2: Masculine and Feminine Characteristics Portrayed by Characters in the FilmsBehaviorMalen %Femalen %TotalnMasculine TraitsStrongBraveCompetitiveIntelligentAthletic 25 17.232 22.110 6.927 18.651 35.29 16.411 20.03 5.511 20.021 38.23443133872Total145 72.555 27.5200Feminine TraitsVictimEmotionalWeakDependentSexual5 25.08 40.02 10.01 5.04 20.030 21.954 39.421 15.320 14.612 8.83562232116Total20 12.7137 87.3157Table 3: Social Roles by Character’s Sex in the Children’s FilmsSocial RoleMalenFemalenTotalnDamsel in Distress112Hero538Blue Collar Career27330Pink Collar Career03131Leader21627Follower51722Total5961120Table 4: Appearance of Character’s in Children’s FilmsAppearance by Character’s SexMalenFemalenTotalnSexually Revealing Clothing34144Thinness11540155Attractiveness 212344Total139104243ReferencesCollins, Rebecca L. 2011. “Content Analysis of Gender Roles in Media: Where Are We Now and Where Should We Go?” Sex Roles 64:290-298.England, Dawn E., Lara Descartes, and Melissa A. Collier-Meek. 2011. “Gender Role Portrayal and the Disney Princesses.” Sex Roles 64:555-567. Goffman, Erving. 1976. Gender Advertisements. New York: Harper Colophon Books. Johnson, Robert B. 1997. Examining the Validity Structure of Qualitative Research. Education,Vol. 118:282-292. Neuman, W. Lawrence. 2007. Basics of Social Research: Qualitative and QuantitativeApproaches. Boston, MA: Pearson Education.Oliver, M. B., and Green, S. 2001. “Development of Gender Differences in Children’s Responses to Animated Entertainment.” Sex Roles 45:67-88.Wallis, Cara. 2011. “Performing Gender: A Content Analysis of Gender Display in Music Videos.” Sex Roles 64:160-172. ................
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