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“Big man’s not afraid of anything”: A Content Analysis of Gender Roles in Children’s FilmsNicole Jasperson
5/6/2013
Dr. Lee Vigilant
SC 352-W
Children’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 thirty 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.INTRODUCTION
Children’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 older. Parents also purchase matching merchandise from their children’s popular films, and they buy the movies so their children can watch it repeatedly. Smith states, “Exposure to [gender role] trends…may have the strongest effect on children, who may learn something about gender roles from repeatedly viewing motion picture content on DVDs” (p. 1). 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 REVIEW
Gender Stereotypes in Media
Constant 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.
Females are under-represented compared to the population in the United States and also their gender roles are perpetuated though out media. Welsh states “Research does in fact suggest that media depictions of female victims tend to emphasize and reinforce schemas of traditional gender roles, such as female vulnerability or the “damsel in distress” (p. 762). Research states these portrayals of women may influence gender role expectation negatively (Dietz 1998; Madriz 1997). As girls and women are constantly portrayed as vulnerable or in need of saving they may take in those roles and portray them in everyday life.
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.
Social Roles in Media
Early content analysis of films revealed stereotypical gender roles, particularly as these pertained to women only in domesticated settings, for example, Disney films. Wallis (2011) explains that although certain films have been praised for promoting positive messages, such as images of female empowerment, most have been labeled as still perpetuating female stereotypes and over representing men. There has been continued scholarly interest in this topic (Desmond and Danilewicz 2010; Welsh 2010; May 2011). Scholars have found media to be a format that still warrants investigation into the socialization process. Films are especially widely available now with internet access and expanding technology.
Persons believe that as the status of women increases in society, especially in the United States, the result of gender roles will be less stereotyped across popular culture. Emons et al. explains when comparing Dutch programs to American programs: “Compared to Dutch programs, American programs had more adult males, more females involved in childcare, more males involved in a job, and fewer males involved in other activities” (p. 49). Emons et al.’s study reveals that although the United States has progressed closer to equality among men and women there is still a noticeable limitation. Wallis states, “Though humans become “gendered” through multiple complex processes that are both conscious and unconscious, the media representations that are absorbed, reflected upon, and imitated play a key role” (p. 164). Distorted messages aimed towards men and women, especially at a young age can influence what they think they can become regarding future careers and goals.
Gilpatric found violent female action characters (VFACs) to be “most likely submissive in terms of being protected by the male hero when they were romantically linked to him” (p. 739). Gilpatric found VFACs that had no romantic involvement were most likely to be main heroines and least likely to be protected by the male (p. 739). More than half of all VFACs were shown in a submissive role to the male hero of the story. The female that is submissive to a male hero is protected by him rather than assisting him resulting in being romantically involved with him. The author found that even though a VFAC seems to be an indicator of gender equality looking deeper into the research concludes they were more often portrayed in submissive roles and romantically involved with a dominant male hero character. VFACs also often appeared as a damsel-in-distress.
Media Representation of Appearance
In media the physical appearance of men and women is a heated topic. Lauzen et al. (2006) completed an investigation of how the involvement of women behind the scenes in the production of reality and scripted prime-time U.S. television programming relates to female representations and portrayals. They predicted (and found to be true) scripted sitcoms with women in top creative positions would have greater female character representation and a more egalitarian approach to conflict resolution. Feminist film critics also analyze the representations of women in movies and compare them to the inequalities of real-world gender roles (Rosen 1973; Haskell 1974; Mulvey 1975). Mulvey asserted that female images serve as signs of visual pleasure for a “male gaze”, and that “the man’s role is the active one of advancing the story and making things happen” (p.11). This results in females being sexual objects compared to men being a leader.
Females portrayed as attractive legitimate the chance of gaining the attention of a potential attendee; salient, striking, conspicuous, and/or prominent the female is portrayed (Bandura 2002). If making the characters attractive is a necessity this can create the belief that viewers of all ages are more likely to emulate and learn from characters who are perceived as attractive (see Smith et al. 1998 and Bandura 1986). Smith et al. assessed over 15, 000 speaking characters across 400 top-grossing theatrically released G, PG, PG-13, and R-rated films. They found 2.71 males appear for every one female. Said Smith et al. “Females are more likely than males to be young, thin, and shown in tight or revealing attire. This prototype illuminates the hypersexualization of females in film, reinforcing a culture of lookism within the industry” (p. 1).
Other areas of research have explained that sexually-objectifying media may negatively impact various aspects of women’s self-concept, such as body image and self-esteem (Aubrey 2006). Magoulick (2006) analysis of television action heroines found that the heroine is usually involved romantically with a male protagonist. Women are more likely to take on lovers during the course of a show or film. This factor may show women they need a man if they are to be successful. Hether and Murphy state, “Seeing someone similar to oneself overcome obstacles and succeed in the face of adversity enhances individuals’ beliefs in their own abilities-or self-efficacy- with regard to a particular behavior” (p. 812). If girls and women are not seeing these examples in various media they could not believe in their own abilities.
Zhang et al. completed a content analysis on rap music videos examining body images of female characters and thematic content in the videos. They found an overrepresentation of thin women in music videos compared to the real population. Neuendorf et al. (2010) also completed a content analysis on 20 James Bond films examining female characters and their roles. They found a link between sexuality and violent behavior in women. They state, “Very thin, small hipped, and extremely attractive [women] are found in less than 5% of the adult female population” (p. 748). If this body type is overrepresented then women will continue to negatively evaluate their lives against media images. The Bond films had 91 percent of major female characters engaging in some type of sexual activity as well (p. 753).
The literature gathered for this study examines the different aspects of gender construction in society. Previous studies have explained the stereotypical gender roles, but did not examine any recent children’s films excluding Disney princess films. The previous literature has found a mix between more egalitarian portrayals of men and women and the perpetuation of stereotypical gender roles. This research will examine the impacts on gender construction and sexual appearance for the most recent films.
Theoretical Perspectives of Gender Socialization
In 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. As Goffman states, “One might just as well say there is no gender identity. There is only a schedule for the portrayal of gender….What, if anything, characterizes persons as sex-class members is their competence and willingness to sustain an appropriate schedule of displays” (p. 8).
Along with Goffman’s theory of gender roles there are two main theories used for the socialization of gender; cultivation theory and social cognitive theory. Cultivation theory explains how people’s perceptions of social reality are influenced by media images and portrayals, particularly for avid movie watchers and DVD collectors. For example, women under-represented in various media, including film, can influence a typical viewer’s expectations of them in the real world. This process of shaping viewer’s world view is designated as mainstreaming (Gerbner et al. 1980). “Mainstreaming means that heavy television viewing may blur the difference in people’s perspectives which come from individual experiences and influences resulting in the perception that television mirrors the “real world”, states Desmond and Danilewicz 2010. Socially constructed images tend to be one-dimensional and distorted in their portrayal of people.
METHODOLOGY
The content analysis focused on three major areas of research. First, it examined the masculine and feminine gender roles displayed by males and females. Second, it examined the social roles of males and females. Third, it analyzed the appearance of the characters in the films. 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 and the year the film was released.
Sample
The sample consisted of thirty children’s films. Each film chosen was one out of the ten top grossing children’s film (rated G or PG) of that particular year according to boxoffice.com. By focusing on the most successful films this research tapped into social codes, norms, and gender stereotypes ingrained in mainstream American popular culture.
. Table 1: Film Sample List
Film Title / Year / Film Title / Year / Film Title / YearToy Story 3
Alice in Wonderland
Despicable Me
Shrek Forever After
How to Train a Dragon
Tangled
Karate Kid
TRON: Legacy
Megamind
The Last Airbender / 2010
2010
2010
2010
2010
2010
2010
2010
2010
2010 / Cars 2
Kung Fu Panda 2
Puss in Boots
Rio
Smurfs
Alvin and the Chipmunks: Chipwrecked
Rango
Hop
Gnomio & Juliet
The Muppets / 2011
2011
2011
2011
2011
2011
2011
2011
2011
2011 / Brave
Madagascar 3
Dr. Seuss Lorax
Wreck-it-Ralph
Ice-Age 4
Hotel Transylvania
Journey 2
Life of Pi
Rise of the Guardians
Parental Guidance / 2012
2012
2012
2012
2012
2012
2012
2012
2012
2012
Coding