Gender Stereotyping in Children's Reports About Educational and Informational Television Programs

Abstract

Children in the 2nd through 6th grade wrote reports about their favorite educational and informational television programs, and the reports were examined for the presence of gender stereotypes. Children's written reports contained more male than female characters, more male than female pronouns, and more masculine than feminine behaviors. Effects were most pronounced for boys. Over time, preadolescent girls showed a greater preference for educational programs that featured female lead characters, and the girls used more feminine pronouns, behaviors, and expressed a greater range of feelings in their writings about their favorite programs. Girls and boys, however, were more likely to report masculine behaviors for male and female characters. Moreover, gender-stereotyping effects were eliminated for boys who selected a favorite program featuring an adventurous female lead character. Although memories of educational television programs are often gender stereotyped, a few nontraditional programs can drench the audience, providing nontraditional images and models for those who search for them.