Jennifer W. Shewmaker: Sexualized Media Messages and Our Children: Teaching Kids to be Smart Critics and Consumers

Abstract

In Sexualized Media Messages and Our Children: Teaching Kids to be Smart Critics and Consumers, Jennifer Shewmaker explains how sexualization of the media impacts child development and how to teach children to critique the media they encounter. The author argues that mass media portrays narrow and inaccurate gender stereotypes that influence children’s self-esteem, involvement in extracurricular activities, and sexual behaviors. Further, she demonstrates that parents, teachers, and community organizations can influence child development by promoting specific value systems that emphasize character, kindness, and competence. The book offers strategies for parents to teach their children about sexual development, as well as media literacy skills so that they will become competent media critics. Chapter One discusses the power of media in the lives of children and the mediating factors through which the community can provide children a lens through which to interpret these messages. Children’s media use has grown exponentially as media has become more accessible through mobile devices and the popularity of the internet. Media marketers and advertisers wield their power and resources to perpetuate certain messages that affect the way children think about body image, gender stereotypes, and sexual behavior. Media has become increasingly sexualized and has promoted the idea that a girl’s value is found in her ability to attract romantic interest, and a boy’s goal is to have sexual relationships with many attractive women. Research shows that sexualized media messages that emphasize romance and physical relationships over friendships and emotional connection lead to problems for both girls and boys. Among girls, the ‘‘thin ideal’’ leads to body dissatisfaction and dieting at a young age. Boys have trouble developing meaningful relationships with girls. To counter sexualized media messages, family and communities can promote specific value systems to impact how children interpret media messages. Shewmaker argues that a child’s system of influence, such as family, community, or his or her larger culture, shape the child’s understanding of and ability to respond to interactions with media and marketing. She describes these systems in Chapter Two. School, religion, community groups, sports, scouting, and performing arts are part of the microsystem, where children learn about values and interpersonal relationships. Mass media is part of the exosystem that influences the child daily but less directly. These systems interact with one another to influence child development; therefore, it is important that caregivers understand that they have the power to interact with the systems that influence children. The caregiver must foster the five C’s: competence, confidence, character, connection, and caring—assets that help a child thrive. When a child has strong assets, it will be more difficult for the media to manipulate the way the child views herself or her role in society. Adults should respond to sexualized messages by presenting children with beliefs about competence, strength of mind, and kindness to help them develop their own values. The author discusses how children are targeted by marketing media and analyzes the effects of media messages on children in Chapter Three. Research reveals an emerging pattern of romantic themes in children’s television programming. Both romance and gender stereotypes are marketed to young children through toys and products. Toys marketed to boys generally promote an understanding & Mary E. Mancuso mamancus@indiana.edu