Girls on Film: An Examination of Gendered Vocational Socialization Messages Found in Motion Pictures Targeting Teenage Girls

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

“…For instance, parents commonly advise sons to prepare for breadwinning careers and daughters to prepare for family obligations (Medved, et al, 2006). Gender-based role prescriptions also come from other sources such as media portrayals (Hylmö, 2006), advice from friends (Jablin, 2001), exposure to feminists ideals (Leaper, Farkas, & Brown, 2012) or the existence, or more commonly non-existence, of gender-appropriate role models (Perez-Felkner, McDonald, Schneider, & Grogan, 2012) making adolescents more vulnerable to stereotype threat. Stereotype Communication,Adolescents,and Stem 87 threat exists when individuals believe they are at risk for conforming to stereotypical characteristics of their group (Steele & Aronson, 1995).…”

“When Will I Use This?” How Math and Science Classes Communicate Impressions of STEM Careers: Implications for Vocational Anticipatory Socialization

“…Studies in the field of communication have demonstrated the significant role socialization plays in introducing youth to work-related values and attracting them to potential occupations (Clair, 1996;Gibson & Papa, 2000 are notable examples), but few give meaningful details about the skills, talent, and career pathways needed for particular careers (Hylmö, 2006). Our findings showed that students held short-term understandings of how math and science classes could be useful and were quick to dismiss the courses as useless or impossible to master.…”

“…In the educational environment, students learn about the basics of work, such as working together with others, being responsible, and understanding that desirable jobs require a good education (Levine & Hoffner, 2006). Students also learn from movies and television shows that work itself can be enjoyable, stressful, and linked with extrinsic rewards (e.g., money, status) (Hylmö, 2006;Levine & Hoffner, 2006). Research has highlighted familial socialization about work ethic and the value of work.…”

Gender Images and the Evolution of Work Roles in Mexican Film: A Pilot Content Study of Pre- and Post-NAFTA Periods

“…Recent TV and film content studies examining gender and cultural role portrayals using coding protocols include Robinson et al's (2007) analysis of Disney animated films, Lauzen & Dozier's (2005) examination of gender roles and respect in prime-time television and popular films, Bresnahan et al's (2006) examination of sex stereotyping in Anime, Hylmo's (2006) investigation of gendered vocation messages in teenage targeted motion pictures. Fernández-Villanueva et al's (2009) analysis of gender and violence on Spanish TV, and Steinke's (2005) textual analysis of female scientist portrayals in popular films.…”

“…Döring & Pöschl, 2006). The dimensions used in this section were based upon the ASI-G, and several studies of film and TV that used scoring instrument by viewers, including Steinke (2005) who classified the cultural representations of female scientists in popular US films by examining the dimensions of expertise, ability and authority, Lauzen and Dozier (2005) who examined gender roles of prime-time TV shows in the US along the dimensions of leadership and occupational power, and Hylmo (2006) who examined the socializing dimensions of films with lead actresses in Japanese TV. It should be noted that each film reviewed may have had more than one professional situation presented, so that different reviewers probably evaluated different professional situations within a film.…”