Gender Roles in Tween Television Programming: A Content Analysis of Two Genres

Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development

Most children grow up in homes with easy access to multiple screens. Screen use by children between the ages of 0 to 5 has become a worldwide preoccupation. In the present narrative review, we examine child and parent screen use and its contribution to physical, cognitive, and social developmental outcomes. As research has mostly focused on the adverse consequences of screen media, we aim to depict both the negative and the positive influences of screen usage. To provide a more nuanced portrait of the potential benefits and harms of screen use, we examine how consequences of media use vary according to the content of media (ex., educational, violent), context (ex., using screens during mealtimes), and the nature (ex., passive vs active use) of child screen use. Our review supports existing screen time guidelines and recommendations and suggests that media content, the context of use, and the nature of child use, as well as the parent's own screen use, be considered clinically. Future research should seek to clarify how these dimensions jointly contribute to child screen use profiles and associated consequences. Finally, child sex, behavioral/temperamental difficulties, and family adversity appear to contribute to child screen use and its consequences and should be considered in future research. Suggestions for harm-reduction approaches are discussed.

Living Life as the Bachelor/ette: Contributions of Diverse Television Genres to Adolescents' Acceptance of Gendered Sexual Scripts

Gendered sexual scripts (GSS) reflect stereotypes about the gender-specific behaviors expected in romantic and sexual relationships. Television may be a powerful contributor to these scripts for adolescents because of its stereotypical portrayals and prominence in their lives. However, although television use is a consistent predictor of adults' GSS, few studies have tested these relations among adolescents, especially U.S. adolescents, and most report null results. Across two studies, we sought to decipher these patterns, investigating whether U.S. adolescents' regular exposure to diverse TV genres predicted their acceptance of GSS. In Study 1, we surveyed 574 adolescents aged 13-18, testing whether their viewing of three TV genres (scripted programming, reality TV, music videos) was associated with their support of GSS, as measured by four scales. In study 2, we surveyed a national sample of 398 adolescents, testing whether their viewing of four TV genres was associated with their support of GSS. For both studies, viewing of reality TV was associated with stronger support of each measure of GSS; there were few contributions of other genres. Gender moderated one interaction in each study, demonstrating stronger contributions for girls. Implications are discussed for media literacy programs and for teen dating abuse.

The Leadership Stories Our Youth Are Told: Characterizations of Leadership Behaviors and Orientations in Popular Youth TV Shows

Given the consistently high viewership of television (TV) by youth, the social, behavioral, developmental, and psychological impact of such viewing has been studied for decades. Yet, little research has focused on the connections between youth, the TV shows to which they are exposed, and the characterizations of leadership presented to them. This study examines the type of leadership behaviors and orientations presented through youth TV shows in the United States across a continuum of viewership age targets. Shows were selected through purposeful sampling from the most popular youth TV shows in the United States, and episodes were chosen based on synopsis, selecting for the greatest possibility of leadership scenarios. Researchers identified three shows for each viewer target age group and five episodes for each TV show, for a total of 75 episodes. The findings include the discovery that show-prescribed viewer target age group positively predicted leadership behavior such as direction-setting-i.e., gathering information, organizing information, sense-making, and forecasting. Additionally, as viewer target age range increased, shows presented with a decrease in communal leadership-characterized as caring, warm, trustworthy, empathetic, helpful, and/or friendly. Such findings suggest that the representations of leadership depicted in popular youth TV shows are transmitting potentially counterproductive messages to future leaders, deprioritizing crucial leadership elements.

The Heterosexual Script on Tween, Teen, and Young-Adult Television Programs: A Content Analytic Update and Extension

In a well-cited 2007 paper in Journal of Sex Research, Kim and colleagues proposed and documented a heterosexual script on primetime television. In the present study, we provide a 15-year update on the portrayal of the heterosexual script, and we further examine how it relates to three contextual variables: target age of the audience, age of the characters, and relational context of the script. Drawing from a 2016 sample of television programs that featured tween, teen, or young-adult characters, we documented three complementary sexual scripts: the sexual double standard (sexuality is equated with masculinity, women's virtue is tied to their sexuality), commitment (men avoid commitment, women seek it), and homophobia (men must avoid homosexuality, female homosexuality is voyeuristically appealing to men). Like the Kim et al. study, the dominant heterosexual script was sex as masculinity; this script was equally represented in tween, teen, and young-adult shows. The second most common script was that men prioritize sex over commitment, followed by the notion that women's virtue is tied to their sexuality. The commitment scripts were most often invoked by young-adult and adult characters, while the sexual double standard scripts were more pronounced in hookups than in committed relationships.

Tween Television and Peers: Reinforcing Social Agents in Early Adolescents' Body Surveillance and Self-Objectification

Sociocultural models of body image posit that the media and peers play a role in early adolescents' body dissatisfaction. Introducing a sociocultural perspective on youth sexualization, the present three-wave panel study (N = 968, M_age  = 11.30) sought to examine the role of tween television and peer appearance conversations in early adolescents' body surveillance and self-objectification over time. Special attention was given to the mediating role of media internalization in these relationships. The results showed evidence for a reciprocal interaction between media internalization and peer appearance conversations and identified this reciprocal interaction as the underlying mechanism linking tween television exposure to higher levels of body surveillance and self-objectification 1 year later. Implications for body image and media literacy programs are discussed.

"I Can/Should Look Like a Media Figure": The Association Between Direct and Indirect Media Exposure and Teens' Sexualizing Appearance Behaviors

Prior research has examined the influence of media exposure on adolescents' sexualized self-concept, but engagement in sexualizing appearance behaviors remains understudied, especially among a younger age group (i.e., early adolescents). This three-wave panel study among 971 nine- to 14-year-olds (M_age = 12.99, SD = 1.03) showed that discussing media content with friends (i.e., indirect media exposure) was indirectly related to sexualizing appearance behaviors through perceived attainability of the appearance ideal. Direct media exposure was not significantly related to sexualizing appearance behaviors, nor to perceived pressure or perceived attainability. Direct and indirect media exposure influenced boys and girls in similar ways, although the model showed a better fit among the girls. In addition, reward sensitivity did not moderate the examined relations.

Gender Representation on Gender-Targeted Television Channels: A Comparison of Female- and Male-Targeted TV Channels in the Netherlands

The current study investigated the differences in the representation of gender on male- and female-targeted channels with regard to recognition (i.e., the actual presence of men and women) and respect (i.e., the nature of that representation or portrayal). To this end, the presence of men and women on two female- and two male-targeted Dutch channels (N = 115 programs, N = 1091 persons) were compared via content analysis. The expectation that men’s channels would portray a less equal and more traditional image of gender than women’s channels was generally supported by the results. Regardless of genre as well as country of origin of the program, women were underrepresented on men’s channels, while gender distribution on women’s channels was more equal. The representation of women in terms of age and occupation was more stereotypical on men’s channels than on women’s channels, whereas men were represented in more contra-stereotypical ways (e.g., performing household tasks) on women’s channels. Since television viewing contributes to the learning and maintenance of stereotyped perceptions, the results imply that it is important to strengthen viewers’ defenses against the effects of gender stereotyping when watching gendered television channels, for instance through media literacy programs in schools.

Messages about appearance, food, weight and exercise in "tween" television

Tweens (children ages ~8-14years) are a relatively recently defined age group, increasingly targeted by marketers. Individuals in this age group are particularly vulnerable to opinions and behaviors presented in media messages, given their level of cognitive and social development. However, little research has examined messages about appearance, food, weight, and exercise in television specifically targeting tweens, despite the popularity of this media type among this age group. This study used a content analytic approach to explore these messages in the five most popular television shows for tweens on the Disney Channel (as of 2015). Using a multiple-pass approach, relevant content in episodes from the most recently completed seasons of each show was coded. Appearance related incidents occurred in every episode; these most frequently mentioned attractiveness/beauty. Food related incidents were also present in every episode; typically, these situations were appearance and weight neutral. Exercise related incidents occurred in 53.3% of episodes; the majority expressed resistance to exercise. Weight related incidents occurred in 40.0% of the episodes; the majority praised the muscular ideal. Women were more likely to initiate appearance incidents, and men were more likely to initiate exercise incidents. These results suggest that programs specifically marketed to tweens reinforce appearance ideals, including stereotypes about female attractiveness and male athleticism, two constructs linked to eating pathology and body dissatisfaction. Given the developmental vulnerability of the target group, these findings are concerning, and highlight potential foci for prevention programming, including media literacy, for tweens.

Gender Stereotypes and Discrimination: How Sexism Impacts Development

In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.