The Unbalanced Gender Presentation for Children
One of the popular pastimes that children of all ages enjoy is taking in media content, especially through television. Educational programs on PBS Kids, Disney and Nick Jr. are ones that kids enjoy as their cognitive skills develop. As they watch, the show teaches them various skills and elements relating to math, science, geography, among many other subjects, and life lessons that they can incorporate into their lives. We would like to think that all gender stereotypes would be exempt from children’s programming because the media want to show kids the true qualities and characteristics that women and men should have, and to create that gender-neutral balance. Unfortunately, that statement is not true. A study done in April 2019 by Dafna Lemish and Colleen Russo Johnson found that in TV shows geared toward children between the ages of two and 12, 64 percent of male characters are dominant on screen, especially for shows featuring non-human characters (72 percent). In shows that feature human characters, female characters were more racially diverse (46 percent) than male characters (25 percent). As far as the production goes for the creators of the content for children, men makeup 80 percent and 71 percent of the directors and creators, respectively, and the writers consist of 52 percent men, and only 18 percent women (Lemish and Johnson, 2019). The off-balance for the presentation of gender in children’s programming is unsettling due to how the male characters take up the majority of the time on screen, but when a female character appears, it is typically in a traditional role. That setup, along with minimal support from female writers and producers, will provide messages for kids that boys are more assertive and can be anything they want to be, but for girls, their opportunities are much lower. Children appreciate the ideals that take place in shows that feature human characters over non-human characters, since they relate more to the challenges and struggles that those characters face. According to Lemish,
[T]elevision is a major socializing force in children’s lives – they spend more time watching and interacting with screens than in any other activity and they learn from TV about societal values, who matters in society, what one can aspire to become etc. ‘What you can’t see – you can’t be’ is a popular way of capturing this. It also matters because [the] U.S. continues to be the major producer and exporter of children’s TV and thus it continues to disseminate such misguided values to the rest of the world. (Lemish and Johnson, 2019).
Many of the traditional gender stereotypes (i.e., aggressive men, sexualized women) relating to societal values get reinforced all throughout media content, even when the program is targeted at a young audience. The more frequently they appear, the more concerned parents get that their kids will have their perceptions distorted by the false representations, and feel they have to act and dress the way the media say they should. On the same token, children also get a direct impact by the stereotypes, when the representations go against their values about what they feel is right, such as a boy liking a feminine color, or a girl who wants to be an athlete. Many of those gender-neutral stereotypes have not found their way into the mainstream media, which is why society tends to disapprove when boys and girls develop the opposite characteristics. For more acceptance regarding gender-neutral stereotypes in children’s programming, there needs to be more implementation of girls and boys, as well as women and men, that possess quirks and characteristics that are more common of the other gender. Along with that, When success comes through, there will be a change for children where “What you can’t see, you can’t be” will become “What you can see, you can be,” boosting their confidence, self-esteem and hope for their futures.
Traditional Roles vs. Ideal Roles in Programming
The following Good Morning America segment documents the stereotypes in television and film may impact their development on their perceptions, as well as the results of a survey based on how parents feel the media present gender stereotypes on programming targeted toward kids.
As children consume their content, they develop their views on how society functions based on how the show or film depicts it as such. Often, these programs show the traditional components of gender, where men get depicted as breadwinners and women as homemakers. Shows with those aspects will show kids that men are the ones who are more successful and dominant with their jobs, and women are only capable of doing nothing other than taking care of their children and cleaning the house. In a more ideal situation, shows that feature men who help around their homes and women who work full-time jobs will present a balanced narrative to children that it is normal for men to possess homemaking qualities, and women are allowed to work in any field that is of interest to them. The more often positive gender representations get implemented in children’s programming, the more likely that children better of not only society, but their own lives, as well. They will know the moral standards of how to be a successful person for themselves and others, and understand that gender does not define one’s capabilities.
Which Network Provides the Best Presentation for Children?
When it comes to the network that does the best job of making children’s programming the most educational sound and little to no gender stereotypes, many media scholars would say that title goes to PBS. Michael Petrilli, president of the Thomas B. Fordham Institute, notes that the programming on PBS provides a better educational and moral presentation than what Nick Jr. and Disney showcase (Petrilli, 2012). For instance, shows such as Sid the Science Kid and Wild Kratts provide a thorough overview of the world of science. Many shows are strong with content knowledge, especially Dinosaur Train and The Cat in the Hat knows a Lot about That. Others stem from the Bush administration’s obsession with early reading, including Word World, Super Why and Word Girl. Lastly, there are pleasant offerings that tackle the concepts of knowing right from wrong and the importance of understanding the feelings of others. Among those types of shows are Arthur, Caillou and Clifford the Big Red Dog.
Despite the huge success of PBS, that is not to say that Nick Jr. and Disney have not produced shows that have left children and parents with a good impression. A few of these shows that Petrilli mentions that have been successful include The Backyardigans (Nick Jr. - presentation of the relationship of the main characters), Gaspard and Lisa (Disney - vocabulary building) and Blue’s Clues (Nick Jr. - problem and puzzle solving). The reason PBS outshines their Nick Jr. and Disney competitors is because the Department of Education’s Ready to Learn Program provides up to $30 million per year to develop high-quality education programs, as well as provide supplemental content on websites for each show. Going that route allows children to develop their education through each subject, as well as knowing the fundamentals on how to accept the moral code of our society and treat others the same they want to get treated.
How to Help Children Positively Think about Gender Presentations
Obviously, children should not stick to educational programming their entire lives. As they get older, they will understand not to commit any wrongdoings in which the characters get involved (i.e., fighting, bullying, stereotyping), since it would open up a world of trouble for them with their family and peers if they commit those acts. Parents should understand the way gender stereotypes get presented on a particular show, and allow their kids to watch only if they feel the program is appropriate enough for them based on their level of maturity. Caroline Knorr offers age-based strategies for parents to use to discuss gender roles and the shows children should watch at specific ages.
When children are between two and six years old, they should learn about gender identities and associated activities, how shows recognize that there is more than one way to “do” gender (i.e., Doc McStuffins’ dad helps a lot around the house), and the shows that equally value boys and girls (i.e., Otto and Olive’s collaboration on Odd Squad).
When kids are between seven and 10, the focus should be understanding the traditional attributes for men and women, and knowing that it is fine to defy gender stereotypes (i.e., emotional boys, athletic girls), by introducing them to shows with non-stereotyped characters, such as Andi Mack.
When kids are 11 to 13 years old, they begin to fall victim to peer pressure and self-consciousness about appearance and popularity, and tend to choose programs that are not designed for their age group (i.e., Family Guy, South Park). For parents to help with any of those issues, they should emphasize that worth and happiness do not come from appearance, and comment on programs with healthy and supportive cross-gender relationships (i.e., Bridge to Terabithia), and transgender characters who are the target of bullying (i.e., I Am Jazz).
Lastly, kids in the 14- to 17-year-old age group tend to mix with gender and become more flexible on the stereotypes, but become preoccupied with appearance due to future careers and romantic partners. To help those kids have a better understanding with the stereotypes as they make the transition into adulthood, they should look for shows that feature boys and men constructively expressing their emotions and having diverse interests. Examples include the nurturing and thoughtful fathers on This Is Us, and King George the VI overcoming a huge vulnerability in The King’s Speech. As far as women are concerned, teens should get introduced to programming where the female characters voice their own needs (i.e., Brooklyn Nine-Nine), and characters who have non-gender-stereotypical aspirations (i.e., girls who want to be scientists and boys who want to be nurses). (Knorr, 2017)
Exposing children to gender roles as early as possible will allow them to understand the expectations that go into women and men, and that it is OK for each gender to take on responsibilities and positions that are more common of the other gender. Shows meant for children of young age groups do an outstanding job showing that both parents play equal roles when doing work around the house, as well as how the children on these programs have the attitude of “I can be who I want to be.” As they get older, they should not let the negative perceptions of adult programming and peer pressure play a role in their self-esteem as they are discovering more about who they are as a human being. Instead, they should view more content that present more positive attributes to gender, so they can have more encouragement about how their appearance does not matter, and that their aspirations can be anything they want them to be. Children should not let the media or their peers prevent them from achieving their goals or expressing themselves because of their gender. They need to realize that gender is not the game-changer for getting a job or fitting into a friendship group. All they need to do is be themselves and be the person for which they want others to appreciate them.
Sources Used:
Arthur Family Health. (n.d.). Retrieved October 29, 2019, from https://pbskids.org/arthur/health/.
Doc McStuffins Family to Adopt New Baby. (2016, February 11). Retrieved October 29, 2019, from https://www.laughingplace.com/w/news/2016/02/11/doc-mcstuffins-family-adopt-new-baby/.
Knorr, C. (2017, June 19). Gender Stereotypes Are Messing with Your Kid. Retrieved October 22, 2019, from https://www.commonsensemedia.org/blog/gender-stereotypes-are-messing-with-your-kid.
Lemish, D., & Johnson, C. R. (2019, April 30). Television programming for children reveals systematic gender inequality. Retrieved October 22, 2019, from https://phys.org/news/2019-04-television-children-reveals-systematic-gender.html.
PBS Kids 24/7 Channel. (n.d.). Retrieved October 29, 2019, from https://www.youtube.com/watch?v=8g4zZN7UJKs.
Petrilli, M. (2012, August 7). In Praise of PBS Kids. Retrieved October 22, 2019, from https://www.educationnext.org/in-praise-of-pbs-kids/.
Schiavocampo, M. (2017, June 20). How Stereotypes in TV Shows and Movies may Impact Your Child's Development. Retrieved October 22, 2019, from https://www.youtube.com/watch?v=5NMkdBseE1g.
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