Gender and Gender Stereotypes through Child Folklore

[Name of the Institute]

Gender and Gender Stereotypes through Child Folklore

Topic

In this paper, I will discuss the gender stereotypes specifically portrayed in programs designed for children. The significance of gender differences and roles are presented in children folklore. There is an apparent distinction between the male and female roles in life and such distinctions are targeted by media for children folklore. However, there is a difference between the heroic and villainous character in both genders. The art of resembling the character to the role is of crucial importance.

Methods

Most of my research will be based on secondary data analysis. The literature available on the internet and book reviews. The major chuck of this paper will be based on the studies of Kay Payne, Thomas Crisp, Brittany Hiller and Manjari Singh. The studies conducted by these authors for the subject matter will be evaluated, analyzed and interpreted in the contextual manner to derive the established implications and understandings. On the other hand, some additional sources from the data available on the internet.

Literature Sources

Numerous studies have shown that in the images presented to children, male and female genders are represented in a stereotypical way and asymmetric against girls whether on television, cartoons, advertisements, or in children's books. Regarding children's books, numerous studies have shown that, in this literature, most often girls are represented in a passive and inside. In other words, they are waiting for Prince Charming to come rescue them. The boys, however, are active and live a lot of things outside the house. Since children still have an experience in the finite world, they are particularly vulnerable to the influence of stereotypes. Even cartoons cultivate stereotypes because they are familiar and easily understood. For example, the heroines of Disney released all the same mold. They all have the same curves, the same attractive features (regardless of ethnicity) and very rarely do substantial risks. The amiable grandfather of Pinocchio, the wicked stepmother in Cinderella and the heroic Lion King are all familiar stereotypes, assimilated by the young. Parents should teach their children to recognize stereotypes and to better understand their influence.

Consider, for example, the story of Aladdin; we are unable to perceive Aladdin as a villain. However, if we analyze the character specification of Aladdin, there are certain immoral and criminal activities commenced by our hero, like stealing. Stealing is a crime, yet our minds are unable to consider it as a criminal action for Aladdin; such is the influence of character role in movies. On the other Jaffar is a villain in the story and the character representation stimulates the same reaction for the character. Also, consider Jasmine, a fragile, spontaneous character who is concealed in palace walls and social barriers. Her role is depicted as a responsible yet rebellious princess, who wish to go beyond her inflexible limitations as a princess. Both males and females have positive and negative characters and their personalities depict reasonable representation of their characteristics (Kail, Zolner, 2005).

The stepmother of Hansel and ...