Gender Representations in Children's Films

Gender is crucial to our understanding of our own identity. Neurologists (Gurian, Halpern & Karges-Bone cited in Nagel) argue that gender differences are a result of biology; however, others believe “that gender differences aren’t brain differences but the result of variations in the ways boys and girls are treated “ (Scott, 2010; p. 12). How individuals identify with “maleness” or “femaleness” impacts on how they view themselves and others. Gender is a complex concept that is often discussed, debated and analysed in multiple fields (e.g. education, neurology, psychology, sociology). There is an extensive amount of literature that investigates gender in different contexts. Examining gender representations in film and television, like all other fields, is complex and often plagued with contradictory arguments about the scope and effect of representations on viewers.

The article, “Assessing Gender-Related Portrayals in Top-Grossing G-Rated Films” (Smith, Pieper, Granados & Choueiti; March 2010) was selected to analyse gender representations in children’s films. The authors investigate how gender is depicted in “Top-Grossing G-Rated Films” (p.774). They analysed 101 popular G-rated films released between January 1, 1990 and January 31 2005 to identify “the frequency and way in which males and females are shown” (p. 777). The research was conducted in response to concerns regarding gender bias and stereotyping in “popular media” (p.774) and how this may effect children’s perceptions of gender.

The authors focused on four key questions to guide their research:

1. . “What is the ratio of males to females in top-grossing, G-rated films?” (Smith et. al, 2010; p. 776)
2. 2. “Is gender related to the presentation of character demographics such as role, type, age, apparent ethnicity, marital status, relational standing or occupation?” (Smith et. al, 2010; p. 776)
3. 3. “Is gender related to presentation of character likeability traits in G-rated films?” (Smith et. al, 2010; p. 777)
4. 4. “Across the three epochs of time has the frequency of gender changed in G-rated films?” (Smith et. al, 2010; p. 777)

Through a detailed review of the data the researchers discovered that images of gender in G-rated films were unequally distributed. Children watching these films will see approximately “2.6 men for every one women shown” (Smith et. al, 2010; p. 783). These statistics correlate with previous research (Faherty 2001; Calvert et. al. 1997 cited in Smith et. al. 2010) that identify gender imbalances in film and television. Females are generally underrepresented (and underpaid) in films irrespective of ratings. How this directly impacts on children’s perceptions of gender is unknown; however, “repeated viewing of these films may encourage developing youth to accept the invisibility of females in media and/or fail to question whether stories about girls and women are worth telling” (Smith et. al, 2010; p. 783). The film “Bridesmaids” was “hailed as revolutionary cinema” (Blakely, 2011) and “celebrated as a rare example of a movie that aces the Bechdel Test” (Blakely, 2011) because it was a comedy with female leads that discussed something other than men and was aimed at an adult female audience. It broke all the stereotypes of what women are believed to want to watch and was a hit “passing the $100 million mark at the US box office” (Blakely, 2011). How do we make movie executives understand that this could be the rule and not the exception? Stories about girls and women are worth telling and can be every bit as successful as stories with men in the central role. Surely it is not difficult to create movies that can fulfill the simple requirements of the Benchdel Test. Why is there not more of a push from the public to encourage movie executives to create rounded female characters that could be role models for boys, girls, men and women?

The research also highlighted the prevalence of females being depicted in traditional roles with traditional responsibilities while the men were often depicted as “swinging singles” (Smith et. al, 2010; p. 783). According to the research these depictions have not changed over time. Disney has been criticised for developing characters that are stereotypical and gender bias; however, some researchers argue that gender portrays in the most recent Disney princess movies are “complex and contradictory as gender is in real life” (England, D.). How can we teach children to identify stereotypes in film? What are the roles of both parents and teachers? How can they work in partnership to help children assess these representations of gender? How do constantly seeing these stereotypical roles effect how children view men and women?

Gender is central to the creation of personal identity. Research has shown that “viewing TV is positively associated with elementary school aged children’s stereotyping of personality traits” (Smith et. al, 2010; p. 775) could this be extended to include gender stereotyping in films? Caution and common sense needs to be prevalent when children are viewing films. Film and television can have both negative (e.g. body image/bias) and positive (e.g. role models) effects on children. Clearly, children’s viewing of film and television needs to be supported by a responsible adult. Children need to be taught to be critical consumers of media and to be able to analyse gender representations presented in films, they need to be exposed to a range of role models that support the diversity of gender. This is essential for both boys and girls to develop, accept and understand their own personal identity.

References:

Blakely, R. (2011). Gross-out chick flick Bridesmaids rewrites Hollywood Rules. http://www.theaustralian.com.au/news/arts/gross-out-chick-flick-bridesmaids-rewrites-hollywood-rules/story-e6frg8pf-1226074159799

England, D. Gender Role Portray and the Disney Princess. Development of Human Development and Family Studies, University of Connecticut.

Nagel, M. Frogs and snails and puppy dogs’ tail, The Boys in School Bulletin.

Scott, C. (April, 2010) Educating boys – and girls, Teacher.

Smith, S., Pieper, K., Granados, A. & Choueiti, M. (2010). Assessing Gender-Related Portrayals in G-Rated Films, Sex Roles (62).