Boys Act and Girls Appear: A Content Analysis of Gender Stereotypes Associated with Characters in Children’s Popular Culture

Precarious Manhood Beliefs Are Positively Associated with Erectile Dysfunction in Cisgender Men

The notions that manhood is hard to attain, easy to lose, and needs to be proven via public action constitute precarious manhood beliefs (PMB). PMB is a new concept and it remains unclear whether and how PMB relate to erectile dysfunction (ED) in cisgender men. The ability to achieve an erection remains considered as a cornerstone of masculinity and sexual performance can be conceived as a proof of one's masculinity. In this context, ED can be received as sexual failure and a threat to a man's masculinity and sense of adequacy. For these reasons, the hypothesis that PMB are associated with ED warranted empirical testing. In an anonymous online survey focusing on men's mental health conducted in German-speaking countries of Europe, 507 cisgender men (Mage = 44.2, SDage = 15.2) completed measures on PMB, sexual function, self-stigma, social desirability, and conformity to traditional masculinity ideology (TMI). Multilinear regression analysis with stepwise introduction of relevant covariates evaluated potential associations between PMB and ED. Of a 507 cisgendered male sample, 63.1% reported an increased risk for ED based on previously established cutoff points. Elevated levels of PMB endorsement among the men predicted reduced sexual and erectile function in all models, even when accounting for relevant control variables such as age, education, self-stigma, social desirability, or conformity to TMI. Group comparisons revealed that the men suffering from ED showed higher levels of PMB endorsement but not self-stigma nor TMI relative to men without ED. PMB are significantly associated with ED. While determining causality will require further study, our results may support the hypothesis that higher levels of PMB endorsement may lead to increased tension to perform sexually, resulting in increased psychological pressure and a higher risk to develop ED.

Mapping Gendered Communications, Film, and Media Studies: Seven Author Clusters and Two Discursive Communities

This study examined and mapped the extent to which gender became incorporated into the intersecting research fields of communications, film, and media studies. A total of 8054 academic publications from these disciplines, indexed in the Web of Science between 1975 and 2022 (ndocs = 8054), were extracted to create two types of bibliometric maps: (a) an author co-citation map, and (b) a co-occurrence map of key terms (taken from keyword lists, titles, and abstracts of publications). Our results revealed a pattern of seven distinct clusters of 995 authors (nauthors = 995) in the field. Additional research is needed to analyze the internal structure of these seven clusters, and label them accordingly. The key terms in the same authors’ works, however, show a distinctively different pattern, namely a divided, dichotomous, polarized structure (nterms = 720). Judging from this, we hypothesize that gender is discussed in two main ways: either as a critical concept concerning discourses, representations, and other social and cultural constructs, or as a variable in more formal sociological and psychological research designs. The conceptual framework and results of the present study lay the foundation for further research regarding the diverse academic agendas of the seven author clusters, the split nature of their discursive communities, as well as the key difference between the two patterns.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

These Boots Weren't Made for Walking: Gendered Discrepancies in Wearing Painful, Restricting, or Distracting Clothing

Using the framework of objectification theory (Fredrickson & Roberts in Psychology of Women Quarterly 21(2): 173–206, 1997), the current studies explored how often women (vs. men) reported wearing clothing that is painful, distracting, and/or restricting (PDR clothing). Additionally, we examined differences in body surveillance (i.e., chronically monitoring the appearance of one’s body) and body appreciation between those who reported wearing various types of PDR clothing and those who did not. In both a sample of U.S. college students (n = 545) and a broader sample of U.S. adults (n = 252), results indicated that women were substantially more likely to wear PDR clothing than men. Across both samples, the largest differences between men and women were in wearing uncomfortable or painful shoes and in wearing clothing that is distracting because it requires ongoing monitoring or adjusting. Women and men with higher body surveillance were more likely to report wearing PDR clothing. Though some findings pointed toward a negative association between body appreciation and wearing PDR clothing, these results were inconsistent. Overall, results were consistent with the notion that the gendered nature of clothing might reflect and provoke chronic vigilance of the body’s appearance. Gendered differences in the extent to which clothing promotes comfort and movement vs. discomfort and distraction has clear implications for women’s quality of life.

Can realistic dolls protect body satisfaction in young girls?

Ultra-thin fashion dolls may represent a risk factor for thin-ideal internalisation and body dissatisfaction amongst young girls. We asked thirty one 5- to 9-year-old girls to engage in interactive play with commercially available dolls which were either ultra-thin (Barbie and Monster High) or represented a putative realistic childlike shape (Lottie and Dora) and to indicate their perceived own-body size and ideal body size on an interactive computer task both before and after play. There was a significant interaction between testing phase and doll group such that playing with the ultra-thin dolls led to the girls' 'ideal self' becoming thinner. A further 46 girls played with the ultra-thin dolls and then played with either the same dolls again, the realistic childlike dolls, or with cars. Initial play with the ultra-thin dolls again produced a drop in perceived ideal own body size; however, no group showed any significant change in their body ideals during the additional play phase. These data indicate the potential benefit of dolls representing a realistic child body mass to young girls' body satisfaction and do not support the hypothesis that the negative impacts of ultra-thin dolls can be directly countered by other toys.

Microfinance and Violence Against Women in Rural Guatemala

Violence against Women (VaW) has come to be recognized as a serious human rights abuse with important consequences not only for women but for whole societies. Since VaW has several manifestations, it is possible to differentiate among different types of violence. In this article, a broad theoretical framework with different dimensions of gender violence was adapted to a Latin American social and cultural context to measure three out of the five main types of violence: economic violence, emotional psychological violence, and coercive control. The goal of this article is to provide empirical evidence to determine whether access to microfinance services plays a role in reducing VaW. To this end, we designed and performed a cross-sectional study with a treatment and a control group in rural Guatemala. A sample of 883 rural women in the "Altiplano" area of Guatemala (448 women with microfinance services and 435 without) was surveyed from May to November 2012. The results of the bivariate logistic regression showed evidence of association between access to microfinance services and reduction of VaW. After adjusting for covariates, global, economic, and emotional psychological violence maintained a negative and statistically significant association with microfinance, while only coercive control showed no statistical association with microfinance services. Access to microcredits showed a very clear relationship to reducing economic and emotional violence but not coercive control, a factor that may be determined by social and cultural norms. In contrast to Status Inconsistency Theory, which has been tested primarily in Asia, our study of Guatemala showed that increased status and economic independence of women due to their participation in microfinance services reduced VaW.

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Modern societies increasingly show more egalitarian attitudes related to sexism and gender equality. However, there is still an important gender gap in wages and professions as well as in expectations surrounding male and female characteristics. Developmental studies carried out from an ecological perspective confirm that these influences come from the closest environments (mainly family and school) but also from more distant systems such as media or cultural values. As children are socialized in these norms and values, they increasingly internalize those schemes and use them to judge others, to choose friends and playmates, and to construct expectations of them. On this basis, the aim of this study was to examine the degree of gender bias internalization in a group of Spanish children. Two tasks were applied to a group of 149 public school boys and girls (aged 4-9 years). Results showed that, already from an early age, the participants had internalized traditional gender roles, especially when asked to assign masculine attributes. Moreover, group differences were found given that boys seemed to be more aware of expectations surrounding masculinity and girls assigned the attributes associated with femininity to women more often than boys. Furthermore, a developmental pattern similar to one obtained in previous studies was observed. Younger children already apply gender roles as part of their increasing acquisition of knowledge in the social field, but there is a big increase in the strength of this bias as they grow older. Psychological and educational implications of these findings are discussed, especially considering that the male gender role seems to be more rigid and less malleable. In this regard, developmental and environmental studies should be considered when designing early intervention programs to reduce sexism and to promote equity in schools and families. As research has already shown what type of environments affect children's acquisition of traditional gender roles, society must make an effort to promote more egalitarian environments that will serve as protective factors in their future psychological, social and professional development.

Counterstereotyping can change children's thinking about boys' and girls' toy preferences

Children think that peers prefer gender-stereotypical toys over gender-counterstereotypical toys. These beliefs can limit children's exploration of gender-counterstereotypical behaviors and prevent the development of broad skills and interests. The current research tested interventions to combat gender-based stereotyping about toys among children aged 4 to 7 years (N = 373). Across four experiments featuring seven different intervention versions, participants saw videos where a teacher provided counterstereotypical messages about toy preferences (e.g., "boys like dolls," "girls like trucks"). The phrasing of the messages (e.g., generic vs. demonstrative) and accompanying photographs (e.g., images of many children vs. one child) varied across experiments. In all intervention conditions, participants made more counterstereotypical (and fewer stereotypical) predictions about peers' toy preferences after viewing intervention videos; differences in the phrasing of the intervention message (e.g., "boys like dolls" vs. "this kid likes dolls") had little effect on participants' predictions. In Experiment 4, an intervention condition containing generic phrasing and gender noun labels (e.g., "boys like dolls") changed children's selection of toys for peers. This research provides promise for counterstereotyping as an impactful and easily implementable intervention strategy.

Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism

Emerging research suggests social attention in autism spectrum disorder (ASD) girls is enhanced relative to ASD boys but may also be affected by the type of social and nonsocial content presented. This study examined how biological sex and gender norms interact to influence visual attention in 79 school-aged children observing scenes that included gender-associated toys and actors of both sexes. Attention to social (faces) and object activity (hands with toys) stimuli was measured. Previously described distinctions between social attention in ASD boys and girls were replicated, with ASD girls looking more at faces than ASD boys. Irrespective of diagnosis, males and females attended more to actors that shared their same sex, and attended more to toys with gender-associations that were consistent with their own sex, suggesting that social and object salience increases for children under sex-consistent conditions. Importantly, ASD and typically developing (TD) children increased their gaze to faces when male actors were shown playing with female-associated toys, suggesting that both groups of children are sensitive to societal messages about the acceptability of males playing with female-associated toys. Our findings provide further evidence of heightened attention to faces in ASD girls relative to ASD boys, and indicate that social attention in ASD and TD children is influenced by who (male or female actor) and what (male- or female-associated toy) is being observed. Collectively, these results present a nuanced profile of attention in ASD that adds to a growing body of research indicating subtle phenotypic differences in ASD girls that may impact identification, assessment, and intervention. Autism Res 2020, 13: 763-776.. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Sex differences observed in typical development may also be present in individuals with autism. In this study, we developed an eye-tracking paradigm featuring videos of boys and girls playing with toys that varied in their gender associations. Attention to faces differed between autistic and non-autistic children but was also influenced by the sex of the actor and gender-association of toys. Autistic females demonstrated subtle attention differences that distinguished them from autistic males and may influence referral, diagnosis, and intervention.

Less human and help-worthy: Sexualization affects children’s perceptions of and intentions toward bullied peers

In Western cultures, the sexualization of children has increased over the past decades. In two studies, we investigated the consequences of children’s sexualization for their peers’ willingness to provide help in a case of bullying. In both studies, children (total N = 396; ages 7 to 11 years) were randomly assigned to view either a sexualized or non-sexualized target and answered questions about the target’s traits and treatment. Our findings provide evidence that early sexualization exposes preadolescent children to the dehumanizing consequences associated with adult women’s sexualization. We found that sexualized targets were perceived as less than fully human in terms of both human nature and human uniqueness (Studies 1 and 2) and that, among girls, human nature ratings mediated the association between sexualization and reduced helping intentions toward both male (Study 2) and female targets (Studies 1 and 2).

Does Exposure to Counterstereotypical Role Models Influence Girls' and Women's Gender Stereotypes and Career Choices? A Review of Social Psychological Research

Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers’ occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

Peer Toy Play as a Gateway to Children's Gender Flexibility: The Effect of (Counter)Stereotypic Portrayals of Peers in Children's Magazines

Extensive evidence has documented the gender stereotypic content of children’s media, and media is recognized as an important socializing agent for young children. Yet, the precise impact of children’s media on the endorsement of gender-typed attitudes and behaviors has received less scholarly attention. We investigated the impact of stereotypic and counter-stereotypic peers pictured in children’s magazines on children’s gender flexibility around toy play and preferences, playmate choice, and social exclusion behavior (n = 82, age 4–7 years-old). British children were randomly assigned to view a picture of a peer-age boy and girl in a magazine playing with either a gender stereotypic or counter-stereotypic toy. In the stereotypic condition, the pictured girl was shown with a toy pony and the pictured boy was shown with a toy car; these toys were reversed in the counter-stereotypic condition. Results revealed significantly greater gender flexibility around toy play and playmate choices among children in the counter-stereotypic condition compared to the stereotypic condition, and boys in the stereotypic condition were more accepting of gender-based exclusion than were girls. However, there was no difference in children’s own toy preferences between the stereotypic and counter-stereotypic condition, with children preferring more gender-typed toys overall. Implications of the findings for media, education, and parenting practices are discussed, and the potential for counter-stereotypic media portrayals of toy play to shape the gender socialization of young children is explored.

Does Exposure to Counterstereotypical Role Models Influence Girls' and Women's Gender Stereotypes and Career Choices? A Review of Social Psychological Research

Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers' occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

Thin and sexy vs. muscular and dominant: Prevalence of gendered body ideals in popular dolls and action figures

We examined the extent to which popular dolls and action figures were portrayed with gendered body proportions, and the extent to which these gendered ideals were associated with heterosexual "success." We coded internet depictions of 72 popular female dolls and 71 popular male action figures from the websites of three national stores in the United States. Sixty-two percent of dolls had a noticeably thin body, while 42.3% of action figures had noticeably muscular bodies. Further, more thin dolls were portrayed with more sex object features than less thin dolls, including revealing, tight clothing and high-heeled shoes; bodies positioned with a curved spine, bent knee, and head cant; and with a sexually appealing facial expression. More muscular male action figures were more likely than less muscular ones to be shown with hands in fists and with an angry, emotional expression, suggesting male dominance.

More than Just Child's Play?: An Experimental Investigation of the Impact of an Appearance-Focused Internet Game on Body Image and Career Aspirations of Young Girls

In recent years, elements of the modern environment (such as television, Internet, toys and clothes) have been criticized for having an increasingly sexualized or appearance focus, which has been suggested to be detrimental to girls’ development. The current study examined the impact of an appearance-focused Internet game on young girls’ body image and career cognitions and aspirations. Eighty British girls aged 8–9 years were randomly assigned to play an appearance-focused or a non-appearance focused game for 10 minutes. Girls in the appearance-focused game condition displayed greater body dissatisfaction compared to the control condition. Type of game did not impact girls’ perceived capacity to do various jobs. However, girls who played the appearance-focused game reported a greater preference for feminine careers compared to the control group. This provides preliminary evidence that appearance-focused Internet games may be detrimental to young girls’ body image and aspirations. Internet games should be included in our consideration of influential messages for young girls.