She Wears Pink and He

Wears Blue: A Content

Analysis of Gender Roles in
Children’s Films

Nicole Jasperson

Dr. Lee Vigilant

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Children’s films have been popular since the beginning in order to entertain children
and the family. Over the years children’s films have become more visually entertaining and
more realistic. Certain films have been criticized for the amount of gender stereotypes they
portray, but children’s films, other than Disney, have not come under fire. This study will
examine the top three children’s films, rated G and PG from 2010-2012, to determine the
gender portrayal of each character. By using a content analysis, this study identified the ratio
of female and male characters and certain gender roles. The findings suggest the
perpetuation of gender roles leading to the further normalization of patriarchal society.

INTRODUCTION
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Children’s films have been produced since the early 20 th century starting with silent films

and turning to full length animated films. Currently audiences think of the Disney franchise

when they think of children’s films, and the first full length animated children’s film was Snow

White and the Seven Dwarfs made in 1937. There have been about 30 films produced each year

aimed at family and children. Not only are there animated Disney films being produced, but also

non-animated films by Fox, DreamWorks, and Warner Brothers. Along with films, gender roles

have also been examined in mass media; video games, movies, and television shows are

critiqued by academia when a woman or man is represented stereotypically. The ongoing

research is to determine if and how children’s films are contributing to early gender

socialization.

It is important to recognize the role children’s films plays in today’s society. These films

are being shown to children from the age of 3 and on. Parents also purchase merchandise from

their children’s popular films, and they buy the movies so their children can watch it over and

over again. Children’s films are important to study because the content socializes children at a

young age. Children are malleable and learn from various agents of socialization how to think,

feel, and act about gender and culturally approved gender roles.

The purpose of this study is to investigate the various gender roles depicted in children’s

films. This research also examines how males and females are represented numerically in each

film. A content analysis will analyze the sex of each main character, the social roles they play,

and the appearances portrayed. In particular, the study will determine how children’s films

currently are socializing children.

LITERATURE REVIEW
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Gender Roles in Media

Constant themes seem to emerge regarding women in various media outlets. A current

study completed by Rebecca L. Collins (2011) regarding a content analysis of gender roles in

media found common themes. She found women to be under-represented in media and often

portrayed in negative ways (p.290). Collins states: “…they are shown in traditionally feminine

roles. Women are portrayed as nonprofessionals, homemakers, wives or parents, and sexual

gatekeepers” (p.290). This study concludes women are still being depicted in a level lower than

men.

Not only are women represented stereotypically, but also men as well in media. Men are

constantly portrayed as having masculine characteristics, such as strength, violent tendencies,

and domination. Cara Wallis (2011) conducted a content analysis of gender display in music

videos and found gender being performed by men and women. Wallis partially confirmed her

hypothesis of males displaying more aggressive behavior than females (p.168). Said Wallis: “…

males employed significantly more aggressive playing of instruments than females and engaged

in significantly more flinging of fingers/hands” (p.168). Males and females are performing

gender roles in music videos and this further perpetuates stereotypical social roles.

Theoretical Perspectives of Gender Socialization

In order to complete a content analysis on gender roles and stereotypes it is important to

understand the impact these factors have on children. The possibility for gendered materials to

influence a child’s mind set while shaping their current and future assumptions of men and

women is present. Oliver and Green (2001) hypothesized children are aware of the gender

classifications in animated media. They found children predicted which cartoons boys or girls
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would like better due to previously learned stereotypes and gender roles. If gender roles are

constantly being shown to children, this will result in the normalization of socially acceptable

behavior.

Erving Goffman is one of the main sociologists that have contributed to the study of

social interaction and symbolic interaction. Goffman (1976) defines gender roles as the

“conventionalized portrayals” of the “culturally established correlates of sex” (pg. 1). These

gender displays tend to be seen as natural due to the constant representation in media and

interactions. To Goffman, the gendered behaviors of men and women, such as masculinity and

femininity, are created by the environment that we consciously and unconsciously interact with

in society.

METHODOLOGY

This study is a content analysis looking at the various gender roles depicted in children’s

films. In addition, the biological sex of each character was examined. A content analysis “is a

technique for examining information, or content, in written or symbolic material” (Neuman

2007:20). This methodology was chosen in order to determine traditional gender roles among

male and female characters in children’s films. Table 1 lists each film analyzed, the year the

film was released, and the biological sex of characters in each film.

Sample

The sample consisted of three children’s films: Toy Story 3 (2010), Cars 2 (2011), and

Brave (2012). Each film chosen was the top grossing children’s film (rated G or PG) of that

particular year according to boxoffice.com. These films were chosen due to their popularity

among families.
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Table 1: Biological Sex of Characters, by Film

Top Grossed Film by Males Roles Females Roles Total

Year n % n % n
Toy Story 3-2010 29 69.0 13 30.9 42
Cars 2-2011 58 67.4 28 32.6 86
Brave-2012 42 91.3 4 8.7 46
Total 129 74.1 45 25.9 174

Coding

Some of the behaviors used to evaluate the characters were taken from previous studies

and research on gendered behavior or characteristics in media (England et al. 2011). Other new

themes throughout the films were written down and later defined into specific categories.

Masculine and feminine characteristics were coded as well as the biological sex of each

character. Social roles were coded as well in order to determine the differences between males

and females in a larger context. All characteristics were assessed for all performers in each film,

including by standards.

Operational Definitions of Coding Characteristics

The film’s content was coded for the gendered characteristics of actors throughout the

films (masculine and feminine), social roles by the character’s biological sex, and the appearance

of performers by body frame and clothing. The operational definitions were established based

on past research and learned definitions.

Masculine Traits

Strong-lifting of heavy objects, depicted as muscular, or ability to fight…

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Brave-courageous, save the other characters, not afraid of anything, or ability to rescue

other characters…

Competitive-the urge to win, being a winner, aggressive, combative, or trials of win or

lose. There is usually a winner or a loser…

Intelligent-a wealth of knowledge, knowing facts that would have to be studied, or more

intelligent than others…

Athletic-ability to run fast, jump high, reach far heights, or participate in any sport…

Feminine Traits

Victim-female character being saved, trapped physically or mentally, abuse or physical

harm…

Emotional-crying, caring for others, hyperactivity, or display of affection…

Weak-not being able to lift heavy objects, non-athletic, or not being able to run, jump, or

climb...

Dependent-not being able to do things on your own, need a man or companion to

complete tasks…

Sexual-dressed in tighter outfits, wearing short dresses or skirts, or make-up…

Man’s Social Roles

Hero-character saves the day, saves the other characters, or saves the community…
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Blue Collar Career-any career mostly seen as masculine by society, police, firefighter,

doctor, lawyer, race car driver, mechanic, or warrior…

Leader-charismatic, rules over a group of people, or helps people find their way…

Female’s Social Roles

Damsel in Distress-needs to be saved, will not succeed without a companion, weak, or

lost...

Pink Collar Career-any career seen as feminine by society, nurse, flight attendant, model,

princess, or house-wife…

Follower-goes with the flow, does not speak up or have a voice, or listens to the leader of

the group...

Appearance

Sexually Revealing Clothing-tight clothes, high heels, short skirts and/or dresses, chest

showing, or cleavage showing…

Thinness-character appears to be thin, small waist and stomach, not overly muscular, or

petite…

Attractiveness- visually beautiful, symmetrical face, other characters view he/she as

beautiful.

FINDINGS
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The three films were coded in order of their production, beginning with Toy Story 3

(2010), Cars 2 (2011), and Brave (2012). In examining gender socialization we have to look at

the male to female ratio in the three movies. As Table 1 presents 74.1 percent of all characters

were male compared to 25.9 characters being female. This shows that the films are based

heavily on male dominated roles. If women are not getting equal roles in children’s films, this

can result in the socialization of girls into feelings of inferiority to males.

These particular children’s films could be so heavily weighted toward male characters

due to the expected audiences. Cars 2 is focused solely on male children due to racing already

being socially constructed to include mostly males. However, it was surprising to see only 4

females in the film Brave due to the empowering role the main character plays being a little girl.

Toy Story 3 did have about half the number of female characters to male characters making it the

most gender neutral of the three movies, and showing that its primary audience was both boys

and girls. The main insight that can be observed is the gendered pattern of characters being

mostly males in the three films, which in turn supports patriarchal privilege in the wider society.

Along with the ratio of males to females in the children’s films, masculine and feminine

characteristics were observed. Results show in Table 2 the high difference between masculine

traits and feminine traits among males and females. In total, 27.5 percent of females portrayed

masculine characteristics and only 12.7 percent of males portrayed feminine characteristics. This

contributes to early gender socialization of what a boy or girl thinks they can –or have to- be in

society.

Gendered social roles are prominent in all three films. The main results that stood out

from the research are the differences between blue collar and pink collar careers in Table 3. In
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all three movies, no males were portrayed as working in pink collar careers, such as taking child

care or flight attendants. Only a total of 3 females in the movies were portrayed as working blue

collar careers. The three careers are (1) an international spy, (2) a mechanic, and (3) a cowgirl.

The gap between blue collar and pink collar careers show children the cultural script of what

their future careers should be –and what they should aspire to be.

The gender division of labor is intractable in these films because of the social

construction of masculinity and femininity. It is easier for a girl to transition into a masculine

role, such as Merida’s character in Brave. She is observed as strong, brave, and fearless.

However, Merida is also viewed as vulnerable, scared, and beautiful. While Merida can blend

into a masculine role, a male character cannot blend into a feminine role. Our society would

label a male working in a pink collar job as gay, effeminate, and “girly,” which in turn devalues

females while lending implicit support to patriarchy.

Lastly, appearance was examined and the results are shown in Table 4. Sexually

revealing clothing, thinness, and attractiveness are usually thought of as female characteristics,

but results show these are male characteristics as well. Attractiveness and thinness were about

equal for males and females compared to the total number of males and females in each movie.

The main difference found in appearance was the sexually revealing clothing compared to male

and female characters. Female characters were 93.2 percent more likely to be wearing sexually

revealing clothing.

LIMITATIONS AND CONLUSION

This study does have some limitations due to the fact that multiple researchers were not

involved in the coding process for cross-checking. According to Robert Johnson, investigator
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triangulation is important to be able to observe at different times and compare notes. Methods

triangulation, such as incorporating interviews with the consumers of children’s movies, was not

used; this study relied on content analysis as the sole method.

The results of this content analysis support the findings of previous research on gender

roles in various media. The results show the perpetuation of gender roles in children’s films.

Boys and girls are being shown at a young age what our society deems acceptable. Simply

stated, boys are socialized to be aggressive, strong, and work in blue collar careers while staying

fit; girls are socialized to be caring, dependent, and work in pink collar careers while still being

sexually attractive.

Table 2: Masculine and Feminine Characteristics Portrayed by Characters in the Films

Behavior Male Female Total

n % n % n
Masculine Traits
 Strong 25 17.2 9 16.4 34
 Brave 32 22.1 11 20.0 43
 Competitive 10 6.9 3 5.5 13
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 Intelligent 27 18.6 11 20.0 38

 Athletic 51 35.2 21 38.2 72

Total 145 72.5 55 27.5 200

Feminine Traits
 Victim 5 25.0 30 21.9 35
 Emotional 8 40.0 54 39.4 62
 Weak 2 10.0 21 15.3 23
 Dependent 1 5.0 20 14.6 21
 Sexual 4 20.0 12 8.8 16

Total 20 12.7 137 87.3 157

Table 3: Social Roles by Character’s Sex in the Children’s Films

Social Role Male Female Total

n n n
Damsel in Distress 1 1 2
Hero 5 3 8
Blue Collar Career 27 3 30
Pink Collar Career 0 31 31
Leader 21 6 27
Follower 5 17 22
Total 59 61 120

Table 4: Appearance of Character’s in Children’s Films

Appearance by Male Female Total

Character’s Sex n n n
Sexually Revealing 3 41 44
Clothing
Thinness 115 40 155
Attractiveness 21 23 44
Total 139 104 243
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References

Collins, Rebecca L. 2011. “Content Analysis of Gender Roles in Media: Where Are We Now

and Where Should We Go?” Sex Roles 64:290-298.

England, Dawn E., Lara Descartes, and Melissa A. Collier-Meek. 2011. “Gender Role Portrayal
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and the Disney Princesses.” Sex Roles 64:555-567.

Goffman, Erving. 1976. Gender Advertisements. New York: Harper Colophon Books.

Johnson, Robert B. 1997. Examining the Validity Structure of Qualitative Research. Education,

Vol. 118:282-292.

Neuman, W. Lawrence. 2007. Basics of Social Research: Qualitative and Quantitative

Approaches. Boston, MA: Pearson Education.

Oliver, M. B., and Green, S. 2001. “Development of Gender Differences in Children’s

Responses to Animated Entertainment.” Sex Roles 45:67-88.

Wallis, Cara. 2011. “Performing Gender: A Content Analysis of Gender Display in Music

Videos.” Sex Roles 64:160-172.