Sophie Kilmartin BA(Hons) Illustration 2017/18 Nature vs Nurture; Is the Gender divide in children’s toys responding to biological differences, or is it a product of the society we live in?
5,190 words
Contents
Chapter
Page Number
Chapter 1 – Introduction
3
Chapter 2 – Context & Themes
5
Chapter 3 – Case Studies of Practice
12
Chapter 4 – Reflective Practice
17
Chapter 5 – Conclusion
20
Images
22
Bibliography
36
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Chapter 1 – Introduction
The term gender, refers to ones identity and sense of self, but is often confused with a persons ‘sex’. Sex and gender are both used to categorise a person as either male or female. However, whilst sex is exclusively defined (at birth) by ones biological attributes such as genetics and chromosomes, a persons gender ‘encompasses cultural and social practices and the body we inhibit.’ (Woodward, K. 2000 p. 44) Many now acknowledge that relying on biological differences alone is not enough to categorise someones gender. In recognising the impact of social influences, it is important to consider that ones gender identity may vary across cultures, depending upon how masculinity and femininity are defined within a particular society. Within the western world people are still often dictated by traditional definitions of what it means to be a man or woman, However it is arguable to suggest that over the past century, society has become more liberal, and gender inequality is diminishing a great deal. However, despite this progression within our culture, gender stereotyping continues to dominate the children's toy industry; but is its presence justified? Is the Gender divide in children’s toys responding to biological differences, or is it a product of the society we live in? The essay will seek to interrogate the extent in which gender stereotyping within children’s toys has changed over the years. It will address the issue by offering historical context: exploring why and how gendered toys have grown throughout the 20th-21st century. Underpinning the essay will be a predominantly qualitative approach to research. Primary methods will be employed to gain a valuable first hand understanding of the issues surrounding gender stereotypes. Through visiting toy stores and examining children's products currently being produced by the industry, observations will be documented, through practical investigations and visual exploration of gender stereotyping. Through secondary research, the issue of gender stereotyping will be explored from a biological, and social approach. Textual sources from psychologists such as !3 Sophie Kilmartin
Melissa Hines, and Gina Ripon, who’s opposing research examine the origin of innate gender differences will be critically analysed. Additionally this essay will asses the representation of gender in children's toys by arguing primarily from a social theoretical approach towards gender. To support this perspective it will refer to theorists such as Dr Elizabeth Sweet who's work explores the role in which toy stores and the media play in the growth of gendered toys, and the negative affects that sex differentiated toys may impose on a child's emotional and cognitive development.
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Chapter 2 – Context & Themes Within the documentary Is your brain male or female? some interesting studies were carried out by Professor Gina Ripon in an attempt to show the different brain functions demonstrated by men and women, and what characteristics divide the two sexes, if any. In order to compare their skills and capabilities, 12 men and women were presented with a number of tests. The first evaluated their visual spacial ability, navigation, and engineering skills in which men are perceived to have a greater advantage. The test that followed examined their ability to detect and read emotional responses, a trait in which women are said to be superior. From observing their behaviour it was concluded that men on average are indeed better at spacial awareness orientated tasks, and woman demonstrate a stronger ability to connect on an emotional level. These findings are supported many other studies carried out worldwide. Although this result suggests that these gender stereotypes may be based upon biological truth, it does not prove that these differences are present from birth. Despite the compelling results of such studies, Ripon believes that stereotypical gender behaviours are largely conditioned by society. In Some cases it is found that gendered behaviour changes across different cultures. In his book, The Spirit and the Flesh, Walter L Williams explores sexual diversity in Native American culture. He discovered that the majority of people living within these communities identify outside of western societies stereotypical gender roles. Arguably, this diversity exists due to not only the the openly free thinking attitude of it’s people, but because their culture hasn't had a convention as to what gender roles should be. Those who live in Native American tribes haven't been subjected to centuries of stereotypes and members are encouraged to embrace their differences and be explorational with their gender and sexuality. Those who identify as Intersex, transgender, androgynous, feline males, and masculine females, are not socially stigmatised (as they often are in western society) instead these people are recognised for their ‘spiritual gifts’ and greeted with admiration and respect. (Williams, W,L 1986:64-110) [Fig 1.]
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Ripon suggests that if men and women are not displaying the same behaviours globally, sex-specific behaviours are relative to how ones society portrays gender. She argues that the way our brain adapts to its environment is a bigger factor in sex differences than any kind of biological programming. “We now know the brain is plastic throughout life so as time goes on, experiences will change structures in the brain.” (Ripon Ref) In Ripon’s experiment the participants may have demonstrated gender specific skills and behaviours, but perhaps in response to environmental factors rather than biological differences. There are several sociological theories that have developed over recent years which support Ripon. The social learning theory developed by Albert Bandura, suggests there are no naturally occurring psychological differences between men and women, and that gender role behaviour is purely shaped by our social environment. ‘Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.’ (Bandura 1977, p.22). The theory proposes that people develop their perception of gender in response to what behaviour is deemed appropriate and encouraged by members of society. Therefore, the way that men and woman are valued by family, peers, and the media, will contribute towards the formation of a persons gender. It’s an aspect of ones identity that is essentially ‘an emergent feature of social situations.’ (West & Zimmerman, 1977) In suggesting that gender is a social construction rather than a biological given the social learning theory attempts to abolish the stereotypes that dominate contemporary society. It is a highly regarded perspective that has inspired many theories alike. Judith Butler is one of the leading theorists regarding the social construction of gender. She is perhaps best known for her book Gender Trouble in which Butler asserts her theory of Gender Performity. This implies that gender is not !6 Sophie Kilmartin
an essential category, but one that is reinforced through ‘repetitious performances of "male" and "female" in accordance with social norms.' (Butler, Judith. 1990, p.25) In opposition to this, there are studies which support a biological approach to gender which proposes that sex specific behaviour is innate. This theory suggests ‘that there is no distinction between sex and gender, thus biological sex creates gendered behaviour.’ McLeod, S. (2014) In 2002, University of Cambridge professor and psychologist Melissa Hines undertook an experiment which focused on exploring sex differences in response to children’s toys in nonhuman primates. Children from the earliest age are exposed to pressures from the outside world, therefore the aim of using monkeys to investigate gender preferences was to eliminate any bias of humans beings. Scientists could guarantee that this group of primates had not been exposed to, or influenced by any kind of gender stereotyping. (Berenbaum & Hines, 1992; Connor & Serbin, 1977; Maccoby & Jacklin, 1974). The authors found and that ‘differences between male and female vervet monkeys resemble the well-established differences in the toy preferences of boys and girls, (and are) consistent with the proposed existence of innate object preferences.’ (Berenbaum & Hines, 1992) Interestingly the male monkeys favoured the trucks whilst the females showed a strong interest in dolls. [Fig 2.] With no exposure to societal influences it would seem that the monkeys demonstrated innate biological tendencies. Hines suggests that the monkeys preferences ‘may have evolved from differential selection pressures based on the different behavioural roles of males and females.’ (Berenbaum & Hines, 1992) It is possible that the the mechanical and physically active aspects of the trucks that appeal to the males tendency in both Primates and human beings because they have been deemed as ‘masculine’ through early evolutionary development. The same reasoning could explain the females preference for engaging with toys that fulfil their ‘nurturing’ instincts. Our society has in many ways, evolved into a more accepting and open culture over the past few decades regarding gender equality. (Sweet 2011) However it seems as !7 Sophie Kilmartin
though this progression is still not reflected well within the toy industry of today. (Larson, M. S. 2001 p.41) Dr Elizabeth Sweet argues that the trend of gender specific products has continued to grow into the present and children's toys are more divided now than they were 50 years ago. ‘In the sears catalogue advertisements from 1975, less than 2 percent of toys were explicitly marketed to either boys or girls…and by 1995, gendered toys made up roughly half of the Sears catalog’s offerings.’ (Sweet 2014) Despite cultural gender stereotypes arguably being at their strongest in very early 20th century there were much fewer gender specific toys available. However, by the 1950’s consumer culture was on the rise and manufacturers used the power of advertising to their advantage. Men and women took on very separate roles and responsibilities at this time, and were expected to fit into very particular masculine and feminine ideals. (Murray, 2011) These segregated gender roles were certainly magnified by the advertisement industry which saw huge profits in pushing gender orientated products. The success of which was soon reflected in the children’s toy industry. (Strasburger, Wilson, Jordan 2009 p.88) (Pecora, N.O. 1998 pp.8-34) For example, girls toys such as those featured within the 1965 sears wish book were largely focused around domesticity and nurturing. (Sweet 2011, 2014) These products were created for the purpose of encouraging little girls to take on the role of housewife and prepare them for a life of housework; roles that were often designated to woman in this era. [Fig 3.] Over the years that proceeded this trend the gender gap in children’s toys grew drastically. Perhaps one of the most noticeable developments in history that has largely contributed to the gender segregation within children's products is when advertising began to push the association of colour with gender. There is the assumption amongst society that pink is for girls and blue is for boys but this wasn't always the case. The biggest study of colour preference in younger children reveals rather vague and inconclusive data. (Dr, Mosley. 29/09/14) Yet colour has now become the most defining attribute in distinguishing girls and boys toys from one another in toy stores. [Fig 4.] It has been utilised to further increase the gender gap divide in !8 Sophie Kilmartin
children’s toys which was already gaining momentum in society. As the presence of pink and blue continued to emerge within the toy industry throughout the 1990’s toys became more divided than ever before. It resulted in the creation of products which elevated hyper masculinity and femininity to the extreme. The effects were notable on Toys such as Barbie [Fig 5.] and Action Men, [Fig 6.] each exhibiting heightened characteristics and aesthetics that were now associated with and marketed exclusively to either boys or girls. This continuous perpetration of sexist stereotypes heavily informed consumer behaviour, creating further demand for gendered toys. Within the documentary The Mask You Live In, Dr. Michael Thompson states that psychological studies do show that boys and girls are far more similar than they are different. But he stresses that a small percentage of children do show very gender specific behaviours, ‘and those are often the traits that feed into our (gender) stereotypes.’ (The Mask You Live In 2015) There is evidence to suggest that boys and girls do exhibit a gender bias to the types of toys they prefer. However, it is perhaps important to consider “that this isn't an exclusive divide. Girls still like playing with cars and construction toys, while boys enjoy playing with dolls.” (Arnley, K. Fighting The Power of Pink 2016) It is arguably to suggest that the toy industry seem predominantly interested in targeting gender extremes of hyper masculinity and femininity. However, by failing to acknowledge the many children who identify somewhere in-between these categories they're forcing consumers to fit into a restrictive representation of their gender. Therefore the gendered toy market could potentially strengthen the gap in preferences between girls and boys. ‘Whether or not gender differences in toy preferences have any innate basis, reinforcing and magnifying those differences and imposing gender stereotypes on children is problematic.’ Alba, B. (31/05/16)
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In her research Psychologist Dr Elizabeth Sweet considers how the largely gender divided toy market may not only have the power to implement very specific and confining stereotypes upon young children, but how it may also negatively impact ones perception of gender throughout adult life. She illustrates the potentially harmful implications that these restrictive gender teachings may have on a young, as an impressionable audience. ‘Toys also serve a critical role in teaching children about gender and what it means to be masculine and feminine… How do children come to understand that men can be nurturing and that women can be adventurous when the ideas they see encoded in their toys are so contradictory?’ (Sweet 2011) She suggests that toys play such a crucial role in our growth, because at a young age when our perceptions of gender begin to form, (Strasburger, Wilson and Jordan 2009 P.14) they are one of the most influential sources of information available. Children are looking to popular toy brands and products as a form of validation. (Juliet Schor, 2004 p.11) In moulding these toys around very traditional stereotypes the toy industry is subliminally teaching children that they must fit into these pigeonholed categories of gender. “Studies have found that gendered toys do shape children’s play preferences and styles. Because gendered toys limit the range of skills and attributes that both boys and girls can explore through play, they may prevent children from developing their full range of interests, preferences, and talents.” (Sweet 2011) Presently, it seems as though the toy industry is largely descending further into a gendered existence. The more these stereotypes are pushed in children's toys, the more they are practiced and encouraged within society, and are becoming a part of our cultures gender expectations. It could be argued that gender stereotypes may even hinder both boys and girls from fulfilling their full potential in later life, including career roles. (Sweet 2014) However, by educating and informing parents and society as a whole, about the implications of gendered toys perhaps campaigners and psychologists can initiate a change for the better.
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Dr Laura Nelson is passionate about engaging with both parents and teachers in her ‘Breakthrough: The Gender Stereotypes Project’ which she has recently implemented in schools throughout London. the aim of which is to ‘encourage debate, rather than pushing children into thinking a certain way, and to cover all aspects of gender stereotype awareness - interests, marketing, aspirations, personality strengths and skills.’ (Dr, Nelson, L. 19/06/12) Gender neutrality is already implemented in schools throughout Sweden, with great success. (Leach, A. 02/02/16) Lotta Rajalin introduced gender neutral policies to her schools in 2011, in which the teachings do not assume that males and females possess innate differences. They use gender neutral pronouns, and feature ‘mixed’ play areas, which has opened up more play interaction between the boys and girls. Her ethos has been backed up by research which demonstrates how ‘classroom discussions about gender constructions and… stereotypes can have a significant impact on educational engagement and learning.’ (Mark Jennett 2015) Rajalin stresses that a gender neutral environment gives children the freedom and encouragement to really explore their interests, without the restrictive limitations that gender labels can induce. (Leach, A. 02/02/16)
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Chapter 3 – Case Studies of Practice
The arguably outdated and flawed concept that gender dictates children’s toy preferences has gradually gown and infiltrated many popular toy brands over the years. (Sweet 2014) Abi Moore, founder of ‘Pink Stinks’ (a website campaigning against the ‘pinkification’ of girlhood) argues that this rise in gendered toys is even reflected in companies that once prided themselves on producing gender neutral products. Companies that seem to be regressing back to producing gender limiting toys. (Fighting The Power of Pink 2016) Take Lego for example, one of the worlds largest toy manufacturers who's products have been enjoyed by both male and female consumers since it was first launched in 1934. (Mortensen, F, T. 09/01/15) In their now infamous 1981 advertisement Lego chose to feature a little girl wearing baggy jeans and pigtails, who could be seen proudly showcasing her building block creation. [Fig 7.] In an era that was not yet so defined by pink and blue but still categorised largely by gender, lego was challenging stereotypes and fighting for gender equality. (Palmer, K. (02/12/14) A few years previously Lego addressed a message to parents, expressing their stance on gender and its relation to toys and children’s play as a whole. Accompanying a 1974 dolls house, the letter reads; “To Parents, The urge to create is equally strong in all children. Boys and girls. “It’s the imagination that counts. Not skill. You build whatever comes into your head, the way you want it. A bed or a truck. A dolls house or a spaceship. “A lot of boys like dolls houses. They’re more human than spaceships. A lot of girls prefer spaceships. They’re more exciting than dolls houses. “The most important thing is to put the right material in their hands and let them create whatever appeals to them.” (Withnall, A. 23/11/14) The 1981 ad continued to promote this positive message and aimed to visually inspire other young girls that creating and building is something that both genders should be allowed to enjoy. Compare this to their 2012 Lego friends collection [Fig 8.] where they take a whole new approach to marketing. The product features 5 women who live in Heart Lake, a fictional town that includes a hair salon, and spa activities. These are specifically targeted towards girls but in a way that limits their !12 Sophie Kilmartin
interests to rather conventional stereotypes and perhaps undermines their capabilities. Since the products release Lego have bared much criticism for catering towards this very stereotypical ideal of what it means to be a girl. People have attacked the heavy influence of pink and ‘girly’ pastel colours and the leisurely life led by the featured characters. Critics have argued that the range lacks the educational construction aspect of comparable products aimed towards boys. (Castella, D, T. 06/08/14) Many have expressed outrage at its development away from the gender neutral ethos the brand once embodied. Perhaps many retailers are reluctant to embrace gender neutrality out of fear that consumers are holding onto the idea that men and woman are so categorically different, and that very traditional and arguably outdated perceptions of gender are too embedded within our culture. Let Toys be Toys are striving to make a real impact within the toy industry by exposing the negatives of overly gendering children’s toys and additionally promoting the positives of gender neutrality. They believe that ‘Toys are for fun, for learning, for stoking imagination and encouraging creativity.’ (Let Toys Be Toys 2017)They are keen to point out that their encouragement of more gender neutral products doesn’t deny children the opportunity to interact with toys that are stereotypically associated with their gender. They accept that girls may like dolls and boys might show a preference for trucks but argue that through play, children should have the freedom to explore and naturally develop their own interests away from social pressures. They encourage diversity and variety within toy stores, expressing that providing a wide range of toy options is important for a child’s development. “In education it’s recognised that children need access to a range of toys and play experiences. Toys focused on action, construction and technology hone spatial skills, foster problem solving and encourage children to be active. Toys focused on role play and small-scale theatre allow them to practise social skills. Arts & crafts are good for fine motor skills and perseverance.” (Let Toys Be Toys 2017) However, within the toy industry it is found that action construction and technology are primarily marketed towards boys, while social role play and arts and crafts are predominantly targeted at girls. (Sweet 2017) Whereas they they believe that both !13 Sophie Kilmartin
boys and girls should be given equal opportunity to develop in all of these creative areas, and that toy stores are not justifiable in their decision to divide products into separate sections. (Let Toys Be Toys 2017) They digress that equality can be achieved through making small alterations within toy isles, they suggest that simple changes will be hugely successful, such as integrating the girls and boys toys together, and to ‘organise toys by theme and function rather than gender.’ (Let Toys Be Toys 2017) Let toys be toys are working to positively enforce gender neutrality within the toy industry. Awareness is being raised and toy companies are beginning to form a change. Not all are listening but some have shown a willingness to evolve their stance on gender segregated isles. To date they have convinced 14 retailers to commit to end gendered toy marketing including Boots, who agreed to remove ‘boys toys’ and ‘girls toys’ signs after widespread criticism of their focus on the categorisation of science toys under boys. For the first time last year, the Disney store abolished ‘girl’ and ‘boy’ designations from its children’s Halloween costumes, labelling all outfits ‘for kids.’ It also has switched to generic tags on lunch-boxes, backpacks and other accessories. (Let Toys Be Toys 2017) Despite some criticism,‘integrated toy aisles won’t result in widespread upheaval and gender confusion among children.’ Shaw, M. (05/09/15) Research shows that humans become aware of their own gender around the age of two. (Berk 2000) So removing gender labels in stores, will not destroy a child’s understanding of their gender identity, but it should encourage them to learn that their gender shouldn't dictate what they can and cannot do. By providing a diversity in toy isles, children are not forced into thinking that their gender holds limitations over their aspirations in life. Two major toys stores in recent years have developed their ethos away from categorising gender within their shop isles and are beginning to embrace a less gender specific approach. Harrods (the london department store) has consciously organised it’s military toy zone by theme rather than sex, (Topping, A 20/0712) and Hamleys' has axed its girls and boys floor in its department store following customer feedback, and campaigning from Dr Nelson. (Dr, Nelson, L. 19/06/12) (Williams, Z. !14 Sophie Kilmartin
13/12/11) By removing these labels, the stores hope to create a more gender inclusive shopping experience for young children. [Fig 9.] However Emma Moore would argue that the divide between female and male targeted toy is still very present, with many toy isles also being split up and organised with specific, and gender confining themes in play. - i.e. the 'girly' toys in one section and the 'boyish' toys in another. It speaks again of a deep routed issue, that the toys being manufactured are tailored towards specific gender. If a product is heavily advertised and marketed towards girls, then toy stores may have great difficulty in arranging that products in a way that is all gender inclusive, when it is in itself so gender specific. She suggests that removing labels is not actually targeting the problem at it’s core, and gender stereotypes are still integrated within the toys themselves. (Topping, A 20/0712) (Williams, Z. 13/12/11) Nevertheless, she does praise the companies move to arrange toys around theme rather than gender. She stresses that there is an eager market out there for gender neutrality and in order to gain success moving forward, both toy stores and manufactures need to work together. The products need to become more gender neutral in order for the toy stores to organise their products in a less gender specific approach, and retailers need to demonstrate a willingness to change their perceptions and embrace gender neutrality in their stores. Since advocates of gender neutrality have so publicly expressed their concerns about legos rising volume of stereotyped toys, a revolution has begun within the company. In response to the criticism, the worlds second largest toy manufacturer has released a selection of new products that express their desire to create gender neutral toys once more by releasing it’s research institute line featuring a female palaeontologist, chemist and astronomer. (Castella, D, T. 06/0816) [Fig 10.] By challenging gender stereotyping in job roles, lego are breaking away from the expectations of the gendered toy market, and returning to their roots. There are currently many toy companies emerging who are fighting against restrictive stereotypes by creating children's products that are all gender inclusive. [Fig 11] Toca Boca aim to challenge societies perceptions of gender through their vast range of app based games, which focus on encouraging creativity, imagination !15 Sophie Kilmartin
and play. (Toca Boca 2017) [Fig 12.] Mathilda Engman, Toca Boca’s head of consumer products says that their company holds a gender neutral philosophy. It’s encouraging that the company focus their efforts around making the toys fun and engaging, with a careful consideration not to exclude or categorise anyone, but how do the creators achieve their all gender inclusive products? Toca Boca’s designers pay close attention to body language, poses, and colours in order to avoid more subtle stereotypes. Engman says that “It’s all those small nuances that really make a difference,” (Schwab, K. (05/0516) She and her creative team aim to create a range of neutral characters and environments that often include animals so children who don’t want to pick one gender have a character to relate to. There are many benefits to the product being an app based design, amongst other things, the digital basis of the game is a very current and innovative platform in which they can promote their brand. The app store itself is such a large market place that restrains from gender categorisation that you see amongst toy stores, as well as possessing unlimited shelf space, which provides a great platform for the gender neutral underdogs to find place in such a competitive market. Toca Boca launched in 2011, and since then the companies 31 apps have been downloaded over 100 million times. (Schwab, K. (05/0516) These numbers spark a huge development for gender neutrality and its relevance within the toy industry today. Although its a smaller margin, the use of neutrality in children’s toys is becoming more popular, and its success is causing a growing demand for more gender inclusive toys, meaning that the door is open for other companies to follow. Its perhaps wise for society to consider how valuable gender neutral toys can be, for young children to develop a healthy and balanced attitude towards gender.
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Chapter 4 – Reflective Practice
In response the the research undertaken for this project, I created a practical outcome which consists of eight characters [Fig 13.] aimed at children aged 3-6. Presented in the form of a flip book, the intention for the imagery was to appropriately addresses the issue of gender stereotyping in job roles. The final characters challenge the most popular career choices for boys and girls by reversing the gender expectations of these roles. Gender stereotyping exists through many outlets made available to children today, yet as the research suggests throughout chapter two, there is very little evidence to support that biological differences categorically divide boys and girls, (Bandura 1977) so why should they be subjected to such rigorous stereotyping through the media? Dr Elizabeth Sweet argues that by being presented with a distorted perception of male and female capabilities, children cognitive and emotional development could be limited. (Sweet 2017) This notion really resonated with me and informed the direction of my project. The conceptual development primarily evolved around the idea that gender stereotyping is a product of society, and I knew that I wanted to address this through my practical. But beyond that I became interested in exploring how gender neutrality can be employed to tackle the gender divide, not only in children’s toys, but through education and literature. ‘De-gendering toys will allow children, and arguably society at large, to reap longterm benefits: when we offer kids equal choices from an early age, it logically follow that they will continue to expect and demand equality in their personal, social and professional lives.’ (Shaw, M. 05/09/15) Following my research into the toy industry throughout chapter three, I began to consider the specific context for my practical. I wanted the outcome of the research project to address gender stereotyping at its core; and children’s toys have proven to be successful in reaching children at an early stage of development. (Sweet 2015) I intended to combine the fun and engaging qualities that children’s toys poses, to !17 Sophie Kilmartin
inform children about gender stereotyping in job roles. The practical element will support and encourage the toy markets evolution into gender neutrality. Very early on in my research I was heavily drawn to the power of children's illustration and its ability to educate young children in an entertaining way that draws their attention. When developing my practical I took influence from gender neutral products such as Toca Boca who’s playful imagery ‘inspire kids to be creative, be exploratory, to widen their imagination.’ (Toca Boca 2017) Their app promotes healthy attitudes towards gender in a way that entertains and engages their young audience. Character design is at the core of their products, (as is the case with the many other children’s toys explored in chapter three.) and is arguably the most important contributor to the success of their app. To portray my message, I decided to make my practical simple and direct by being primarily character focused. However since there was no narrative, I felt it necessary to include minimal text to effectively communicate the message. Character design is not something which I usually incorporate within my practice, and so the process was a challenge for me, but through extensive sketchbook development I created a cohesive series of characters which are visually engaging and enlightening. Aesthetically I wanted the imagery to resonate with children as much as possible. To make them relatable I designed characters with child like qualities so the young audience could see themselves in these roles, and to bring them to life, I used gouache paint to create a textured quality within my work. My choice of media and application was visually inspired by an array of children book illustrators such as Eric Carle [Fig 14.] whose incorporation of bright colours, bold shapes and hand made textures successfully appeal to young children. Ultimately, the aim of the character illustration was to provide my young target audience with a refreshing take on gender roles. This is made clearer through the engaging flip book format, which considers the children’s interactive engagement with the characters. The accompanying text additionally helps to re-appropriate the potentially damaging language that is often used to pigeon hole boys and girls behaviour. [Fig 15.] Combined, the primary purpose of the book is to subtly convey !18 Sophie Kilmartin
the message that gender does not define a persons self worth, nor should it restrict future life choices and I believe that it communicates this effectively.
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Chapter 5 – Conclusion
The nature versus nurture debate surrounding gender differences has long been argued from both biological and sociological standpoints. This essay concludes that although genetics may play a role, social influences are far more likely to inform behaviour than biological attributes. It establishes that there is no universal consensus that men and women are born with different cognitive skills, suggesting that sex specific behaviours are therefore relative to how gender is portrayed and practiced within society. There is evidence to suggest that boys and girls can demonstrate gender specific preferences in the types of toys they prefer, however, it is important to consider that there is not a categorical divide between their interests, and many children fall somewhere in between. It is perhaps concerning then that within the toy industry focus is emphasised on over-sensationalising these gender extremes and hypermasculine and hyper-feminine products dominate the shelves. The toy industry is magnifying the differences between boys and girls instead of recognising the many commonalities and the gender divide is more prevalent than ever before. There is a danger that categorising children into these restrictive stereotypes could limit capabilities, experiences and possibly hinder career choices in later life. Over the past decade, the toy industry has begun to recognise the value of gender neutrality. With the help of campaigners such as ‘Let toys be Toys’ many stores are now removing gender specific labelling from their shelves and embracing products that promote a diverse representation of boys and girls. However, there is still a dominating presence of gender specific toys which promote outdated and sexist stereotypes. The toy industry’s reluctance to embrace the gender neutral movement may be largely hindered by the highly lucrative/profitable benefits of gender divisive toys. The media culture present within society today means that people are more susceptible to manipulation from the media and advertising industry than ever before, where negative portrayals of gender are still often depicted. However, the vast forms of communication that are available in the 21st century also provide a platform for the positives of gender neutrality to be recognised worldwide. !20 Sophie Kilmartin
The practical outcome of the project is heavily informed by an area of research which suggests that a child’s cognitive maturity is impacted primarily through visual learning. Imagery is a hugely powerful tool in regard to education, and children are inundated with visuals from such an early age. When utilised correctly visual learning may be the most affective and direct way to educate children on important issues such as gender inequality. Many Toys employ illustration as their primary source of communication and gender neutral products are no exception. Games such as Toca Boca are able to resonate well with a young audience because the playful and interactive visuals tap into children’s imaginations. Illustration has the ability to make learning feel fun and exciting. The proposed and practical response of this research project aimed to address gender stereotyping in job roles by creating a series of characters that champion and support equality for boys and girls.The imagery successfully portrays the notion that career choices should not be limited by gender. Nevertheless, the application of the characters could have been more extensive. If featured within a narrative, perhaps the message would resonate on a deeper level with the target audience. The final imagery may have also benefitted from additional primary research involving character feedback from children themselves, but ultimately the positive message of gender equality is made clear through through the engaging flip book format, which considers the children’s interactive engagement within the book. It could be concluded that in order to successfully integrate within the toy industry, the gender neutral movement needs to continue to tackle the route of the problem, by targeting children's toys and education where gender stereotyping is arguably at it’s strongest. As a means to promote their message, illustration seems like an effective and influential way to change societies perceptions. If children and parents alike are learning that gender neutrality is a good thing from an early stage in a child’s development the demand for its presence will grow and the toy industry will be forced to progress along side this new direction.
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Images
! Fig.1. We’wha (1896), of the Zuni nation. Available at: https://thenuminous.com/native-american-two-spirits/ [15/10/17] !
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! Fig. 2. Alexander, G (2002) A female vervet monkey conducting an anogenital inspection (examining the genital area of the doll in an attempt to determine whether it is male or female), and a male vervet monkey pushing a police car back and forth. Available at: https://www.livescience.com/22677-girls-dolls-boys-toytrucks.html [01/10/17] !
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! Fig. 3. Sweet, E. (2014) Sears Catalog, Available at: https://newdream.org/blog/ 2011-10-gendering-of-kids-toys !
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! Fig. 4. Frederick, A. (22/10/15) Breaking The Stereotype, Available at: http:// www.ruwhim.com/?p=48032 [02/10/17] !
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! Fig. 5. Pinterest (1990) Unknown, Available at: https://www.metv.com/lists/hereswhat-barbie-has-looked-like-through-the-years [21/09/17] !
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! Fig. 6. Hasbro and Gig, (1990) Action Man Rappelling Kit, Available at: http:// www.tons-of-toys.com/action-man-rappelling-kit_i11445 [05/10/17] !
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Fig. 7. Lego, (1981) What It Is Is Beautiful, Available at: https:// thesocietypages.org/socimages/2009/07/17/vintage-lego-ad/ !
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! Fig. 8. Lego (2016) Lego Friends, Available at: https://www.toysrus.com/buy/ lego-friends/lego-friends-heartlake-summer-pool-41313-6174672-107648486 [21/09/17] !
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! Fig. 9. Shed (2012) Harrods Gender Neutral Shopping Department, Available at: http://www.zdnet.com/article/harrods-unveils-its-first-gender-neutral-toydepartment/ [21/10/17] !
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! Fig. 10. Lego (2012) Lego Research Institute, Available at: https:// shop.lego.com/en-US/Research-Institute-21110 [18/10/17] !
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! Fig. 11. Toca Boca (2016) Toca Life: Stable, Available at: https://play.google.com/ store/apps/details?id=com.tocaboca.tocastable [16/10/17] !
! Fig. 12. Toca Boca (2016) Toca Life: Stable, Available at: https:// play.google.com/store/apps/details?id=com.tocaboca.tocastable [16/10/17] !
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! Fig. 13.
!
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! Fig. 14. Carle, E (1969) The Very Hungry Caterpillar, Available at: http:// exploring-eric-carle.strikingly.com [06/11/17] !
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! Fig. 15.
!
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Bibliography Alba, B. (31/05/16) It’s not just the toy aisles that teach children about gender stereotypes [online] theconversation.com available at: http:// theconversation.com/its-not-just-the-toy-aisles-that-teach-children-about-genderstereotypes-59005 Archer, J. Lloyd, B. (2002) Sex and Gender (second edition) (p.53-59) Butler, J. (1999) Gender Trouble ( second edition) (p.25) Bem, S.L. (1981) Gender Schema theory: A cognitive account of sex typing. Psychological Review, Vol 88, No. 4 354-364. Berk,L.E. (2000) Child Development (5th ed.) Boston: Allyn & Bacon Bussey, K. & Bandura, A. (1999) Social cognitive theory of gender development and differentiation. Psychological Review, Vol 106, 676-713 Castella, D, T. (06/0816) How did lego become a gender battleground? [online] bbc.co.uk available at: http://www.bbc.co.uk/news/magazine-28660069 Michael J, Copps, (Federal Communications Commissioner) (2006) Children NOW conference on The future of children’s Media: Advertising (p.5) Dahl, M. (2015) What the Science Says About Kids and Gender-Labeled Toys [online] Available at: nymag.com available at: http://nymag.com/scienceofus/ 2015/08/science-of-kids-and-gender-labeled-toys.html?mid=twitter_cut Dcms, Department for children, schools, and families, ’The Impact of The Commercial World on Children’s Wellbeing’, Report of an Independent Assessment, Crown Copyright (2009) Available at: !36 Sophie Kilmartin
http://www.teachernet.gov.uk/publications (p. 121) DK (05/01/17) The Biological Explanation For Gender Differences Available at: https://owlcation.com/social-sciences/Biological-Explanation-for-Gender-Differences Donald, A. (09/12/13) Reinforcing gender stereotypes: how our schools narrow children's choices [online] theguardian.com available at: https:// www.theguardian.com/science/occams-corner/2013/dec/09/gender-stereotypesschools-children-choices Greenlees, H. (05/2015) Painted Pink - Pre Packaged Gender roles in the toy aisle, contributor.com, available at: http://www.contributoria.com/issue/ 2015-05/54f63823cf1c53d45e00001c.html accessed on: 05/11/16 Melissa Hines, Gerianne M. Alexander, (2002) Sex differences in response to children’s toys in nonhuman primates (Cercopithecus aethiops sabaeus) Available at: http://www.ehbonline.org/article/S1090-5138(02)00107-1/pdf Hammand, C. The ‘Pink vs Blue’ gender myth, (18/11/14) BBC Available at: http://www.bbc.com/future/story/20141117-the-pink-vs-blue-gender-myth History: 1950’s (09/03), available at: http://adage.com/article/adage-encyclopedia/ history-1950s/98701/ Mark Jennett (2015) Why we must challenge gender stereotypes in schools, [online] lettoysbetoys.org.uk available at: http://lettoysbetoys.org.uk/stereotyping-in-schools/ Larson, M. S. (2001). Interactions, activities and gender in childrens television commercials: A content analysis. Journal of Broadcasting and Electronic Media, Vol 45, 41-56.
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Leach, A. (02/02/16) ’It’s all about democracy’: inside gender neutral schools in Sweden [online] theguardian.com available at: https://www.theguardian.com/teachernetwork/2016/feb/02/swedish-schools-gender-alien-concept Let Toys Be Toys (2017) Who’s doing what? [online] lettoysbetoys.org.uk available at: http://lettoysbetoys.org.uk/retailers/contact-retailers/ Levy, G. D. (1999). Gender-typed and non-gender-typed category awareness in toddlers. Sex Roles, 41, 851 – 874. Low B. 1989. Cross-cultural patterns in the training of children: An evolutionary perspective. Journal of Comparative Psychology. 103(4): 311-319. McLeod, S. (2014) Biological Theories of Gender, available at: https:// www.simplypsychology.org/gender-biology.html Mortensen, F, T. (09/01/15) The Lego Group History [online] lego.com available at: https://www.lego.com/en-gb/aboutus/lego-group/the_lego_history Dr, Mosley, Michael (29/09/14) ‘Is your brain male or female’ (BBC) http://www.bbc.co.uk/news/science-environment-29405467 Murray, J. (03/03/11) 20th Century Britain: The Woman's Hour http://www.bbc.co.uk/history/british/modern/jmurray_01.shtml Dr, Nelson, L. (19/06/12) Journey Towards a Gender Stereotype-Free World [online] huffingtonpost.co.uk available at: http://www.huffingtonpost.co.uk/dr-laura-nelson/ gender-stereotypes_b_1608954.html Palmer, K. (02/12/14)Then-And-Now Photos Of The Girl From That Iconic LEGO Ad Show Just How Much Has Changed [online] huffingtonpost.com available at: http:// www.huffingtonpost.com/2014/02/12/then-and-now-lego-ad_n_4768560.html
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Pecora, N.O. (1998). The business of children’s entertainment. New York: Guilford. (pp 8-34) PinkStinks (2017) Who we are? FAQ’s [online] pinkstinks.org.uk available at: http:// www.pinkstinks.co.uk/about-us/faqs.html Juliet B. Schor, (2004) Born to buy:The commercialised child and the New Commercial Culture (p.11) Schwab, K. (05/0516) Will toys ever go beyond blue and pink? [online] theatlantic.com available at: https://www.theatlantic.com/entertainment/archive/2016/05/beyondblue-and-pink-the-rise-of-gender-neutral-toys/480624/ Shaw, M. (05/09/15) Science shows gender neutral toys empower children, and possibly society at large [online] Quartz Media LLC available at: https://qz.com/ 494673/science-shows-gender-neutral-toys-empower-children-and-possibly-societyat-large/ Victor C. Strasburger, Barbara J. Wilson, Amy B. Jordan (2009) Children, Adolescents and the media. (Second Edition) 2009 SAGE Publications, Inc. (pp 14-88) Sweet, E. Boy builders and pink princesses: Gender, toys, and inequality over the twentieth century (2013) available at: http://gradworks.umi.com/36/14/3614279.html accessed on: 10/10/16 Sweet, E. ‘The “Gendering” of Our Kids’ Toys, and What We Can Do About It’ https://www.newdream.org/blog/2011-10-gendering-of-kids-toys Sweet, E. Toys Are More Divided by Gender Now Than They Were 50 Years Ago (2014)
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http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-bygender-now-than-they-were-50-years-ago/383556/ Toca Boca (2017) About Toca Boca [online] tocaboca.com available at: https:// tocaboca.com/about/ Topping, A (20/0712) Gender neutral? Harrods’ new Toy Kingdom, tries to end boy girl divide [online] the guardian.com available at: https://www.theguardian.com/ lifeandstyle/2012/jul/20/harrods-toy-kingdom-boy-girl-divide Walters, H. F., & Uehling, M.D. (1985, May 13). Toying with kids’ TV. Newsweek, Vol 105, (p. 85) West & Zimmerman (1977) Doing Gender (p.126) Available at: http://www.gla.ac.uk/0t4/crcees/files/summerschool/readings/ WestZimmerman_1987_DoingGender.pdf Williams, Z. (13/12/11) Hamleys’ baby steps towards gender equality [online] theguardian.com https://www.theguardian.com/lifeandstyle/2011/dec/13/hamleys-steps-towardsgender-equality Withnall, A. (23/11/14) Lego letter from the 1970s still offers a powerful message to parents 40 years later [online] independant.co.uk available at: http:// www.independent.co.uk/news/lego-letter-from-the-1970s-still-offers-a-powerfulmessage-to-parents-40-years-later-9878303.html Woodward, K. (2000) Questioning identity: gender, class, ethnicity (second edition) Routledge, Taylor & Francis Group (pp. 1960s Creativity and breaking the rules http://adage.com/article/75-years-of-ideas/1960s-creativity-breaking-rules/102704/
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Documentary/Film The Mask You Live In (25/01/15) [Video] USA: Representation Project, The, Directed by Jennifer Siebel Newsom Consuming Kids: The Commercialisation of Childhood. (2008) [Video] USA: Media Education Foundation, Directed by Adriana Barbaro, Jeremy Earp, Is your brain male or female? (2014) Horizon, Television programme, UK: BBC Four, Directed by viewed on 11/10/16 Fighting The Power of Pink (2016) Producer Jolyon Jenkins. [Radio] UK: BBC Radio 4 Extra.
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