The Sexualized Girl: A Within‐Gender Stereotype Among Elementary School Children

Abstract

Two studies (conducted in 2013) examined whether elementary-aged children endorse a within-gender stereotype about sexualized girls. In Study 1, children (N = 208) ages 6-11 rated sexualized girls as more popular but less intelligent, athletic, and nice compared to nonsexualized girls. These distinctions were stronger for girls and older children, and in accordance with our developmental intergroup theoretical framework, were related to children's cognitive development and media exposure. Study 2 (N = 155) replicated the previous findings using more ecologically valid and realistic images of girls and further explored individual differences in the endorsement of the sexualized girl stereotype. Additional results indicated that the belief that girls should be appearance focused predicted their endorsement of the sexualized girl stereotype.

A Bioecological Theory of Sexual Harassment of Girls: Research Synthesis and Proposed Model

“…Although the focus on appearance may not begin as sexualized, it quickly becomes so. By elementary school, girls perceive sexualized girls (e.g., a girl wearing a mini-skirt, midriff shirt, jewelry, and makeup) to be more popular and pretty than a nonsexualized girl (e.g., wearing jeans and a blouse; Stone et al, 2015). Girls display sexualized appearance cues almost immediately after the Pink Frilly Dress period of preschool.…”

“…By middle childhood, in experimental studies showing children pictures and models of sexualized and nonsexualized girls, children perceive sexualized girls to be higher in social status and popularity, often describing them as "cool" (Jongenelis et al, 2016;Starr & Ferguson, 2012). Across multiple studies using different stimuli (e.g., paper dolls, pictures of real girls, and videos taken from the Disney Channel), both boys and girls perceived sexualized girls (e.g., a girl wearing a mini-skirt, midriff shirt, jewelry, and makeup) to be more popular and pretty, albeit not as smart, nice, or athletic, than a nonsexualized girl (e.g., wearing jeans and a blouse; Stone et al, 2015). Although both boys and girls perceive sexualized girls to have high status, these stereotypes were more strongly articulated by girls than boys-likely because the stereotypes are applied to, and thus relevant for, girls (Stone et al, 2015).…”

Sexism in Childhood and Adolescence: Recent Trends and Advances in Research

“…Because these pervasive images emphasize thin and White standards of beauty, they can restrict girls’ standards for physical attractiveness and undermine their self‐images . Sexualization and objectification of girls in media also reify traditional heterosexual scripts , including, for example, the expectation that boys should focus on girls as sexual objects and that girls should focus on their sexualized appearance . Furthermore, children generally perceive sexualized girls as less smart, less nice, and less athletic than nonsexualized girls ; by extension, accepting these stereotyped beliefs may undermine some girls’ own academic confidence and performance .…”

“Kui ongi tõsi, siis ise süüdi!” Seksuaalvägivallaga seonduvad stereotüübid ühe Eesti laste ja noorte veebifoorumi teemaalgatustes ja vastustes

“…Stereotüüpide kujunemist mõjutavad nii individuaalsed faktorid, kultuuriline kontekst laiemalt ja meediarepresentatsioonid kui ka sotsiaalsed interaktsioonid, laste ja noorte puhul eelkõige lapsevanemad ja eakaaslased (Macrae et al 1996: 41-79). Lapsed omandavad stereotüüpseid arusaamasid väga varakult (Sherman et al 2016: 559), näiteks soostereotüübid võivad negatiivselt mõjutada juba kuueaastase lapse käsitlusi iseendast ja ümbritsevast maailmast (Bian et al 2017;Stone et al 2015).…”