Sex role stereotyping in Saturday morning cartoon shows

Mayes, Sandra; Valentine, K. B.

doi:10.1080/08838157909363916

Cited by 35 publications

(22 citation statements)

References 5 publications

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“…Some girls in these advertisements using girls exclusively, then, were physically active, not limited to their rooms or homemaking-types of activities. This finding contrasts with earlier content analyses that found girls to be limited almost exclusively to passive roles (Courtney & Whipple, 1983;Long & Simon, 1974;Mayes & Valentine, 1979;O'Kelly, 1974).…”

Section: Discussioncontrasting

confidence: 85%

“…However, when there is an attractive model whose behavior is rewarded, children acquire the patterns of behavior more rapidly (Bandura, 1969). The most readily available sources of models for children to emulate aside from their parents are movies, books, and especially television (Mayes & Valentine, 1979).…”

Section: Social Learning Theory and Sex Rolesmentioning

confidence: 99%

“…Mayes and Valentine (1979) asked children aged 8 to 13 years to rate the characters in the cartoons on a number of attributes. The children rated male characters as aggressive, unconcerned about appearance, brave, and dominant.…”

Section: Content Analysesmentioning

confidence: 99%

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A content analysis of gender differences in children's advertising

Smith

1994

Journal of Broadcasting & Electronic Media

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This content analysis of children's advertising examined the differences between television advertisements featuring only one sex of actors. The advertisements that were studied aired during a week of after-school and Saturday morning children's programming. Advertisers featured more boys than girls and placed boys in settings outside their homes more often. The sex of announcers corresponded to the sex of the characters in the ads. Overall, the advertisements exhibited stereotyped behavior for traditional sex roles.

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Section: Discussioncontrasting

confidence: 85%

Section: Social Learning Theory and Sex Rolesmentioning

confidence: 99%

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A content analysis of gender differences in children's advertising

Smith

1994

Journal of Broadcasting & Electronic Media

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“…Research on children's programs and advertising indicates that children perceive gender role stereotypes and apply gendered attributes to characters (Klinger, Hamilton, & Cantrell, 2001;Mayes & Valentine, 1979). Specifically, Klinger et al (2001) found that boys' toys were rated as more aggressive than girls' toys and that participants would rather play with boys' toys than with girls' toys.…”

Section: Effects Of Televised Gender Portrayalsmentioning

confidence: 95%

The Effects of Commercials on Children?s Perceptions of Gender Appropriate Toy Use

Pike

Jennings

2005

Sex Roles

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Sixty-two first and second grade students (28 boys, 34 girls) were exposed to one of three commercial videotapes in which either all-boys (traditional condition) or all-girls (nontraditional) were playing with a toy. Participants in the control condition were exposed to nontoy commercials. After exposure to one of the conditions participants performed a toy sort where they were asked if six toys, including the two manipulated toys, were "for boys, girls, or both boys and girls." Participants in the nontraditional condition were more likely to report that the manipulated toys were for both boys and girls than were participants in the traditional condition, who were more likely to report that the manipulated toys were for boys. This effect was stronger for boys than for girls.

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“…Television characterization, in particular, is considered to be a powerful gender modeling tool (Durkin, 1985), especially when according to Bandura's social learning theory; kids identify themselves with the characters they see onscreen (Preiss, Mae Gayle, Burrell, Allen, Bryant, 2007). With multiple researches proving that kids do learn gender stereotypes and that their perceptions of sex-roles are influenced by the content they watch (Comstock & Paik, 1991;Mayes & Valentine, 1979), television's discourse on gender cannot be ignored.…”

Section: Learning About Gendermentioning

confidence: 99%