Media Studies
www.curriculum-press.co.uk
Number 005
Stereotypes: Simplifying the Complex This Factsheet introduces and defines stereotyping as a part of the concept of representation. This Factsheet will: 1. Look at what stereotypes are and why they are used by media texts; 2. Discuss how stereotypes and countertypes are used by media texts; 3. Identify some characteristics of stereotypes; 4. Discuss how stereotypes are formed.
This may offer a cultural explanation as to why it is that gossip is seen to be a feminine activity and that the media products which provide gratifications based on imparting and speculating on personal details of celebrities lives, discussing ‘real life stories’ and focussing on relationships, marriage and scandal are often seen as products for women (Heat magazine for example).
1. What are stereotypes and why are they used in Media texts? Stereotypes are: Simplified representations which focus on certain characteristics of the group and assumes these to be shared across all group members. Inherent within a stereotype is a judgement on this characteristic (usually negative – but not always).
The media uses stereotypes to communicate complex information about a character, time period, location etc. as quickly as possible. They are able to do this as, they do not simply create stereotypes, they reflect the stereotypes that already exist within a culture. By using these stereotypes, the media can be said to be reinforcing the ideas behind them and consolidating the views they contain. Often the media is criticised for creating stereotypes, but they are usually part of the audience’s way of thinking about the world anyway.
One look at the sports pages in a tabloid newspaper or the content of a ‘lad’s mag’ shows how this is, however, not necessarily the truth. Much of what is contained in these texts can be described as ‘gossip’ but, because it is on a different topic and is an acceptable point of discussion for men in this culture, it is not perceived in the same way.
Stereotypes are assumptions about all members of a particular group. ‘All women enjoy to gossip’ is a flawed statement. There will inevitably be some women that don’t – or indeed some men that do. However, the theorist Perkins noted that stereotypes usually have an element of truth in them which makes them plausible. Some women do like to gossip… women may also be more comfortable doing so than men as it is more culturally acceptable for them as it is seen as a feminine trait.
In the essay-based papers both AQA and WJEC require that representations are dealt with within the topics set. WJEC examines specifically on representations within given areas which are detailed in the specification.
AQA/OCR/WJEC? Stereotyping is part of the creation of representations and as such is an important part of all forms of assessment in Media Studies specifications. Stereotyping needs to be considered in practical analysis assessments and may need to be considered when planning and evaluating practical production work.
Stereotypes are often assumed to be negative as: 1 The judgement making the basis of the stereotype is usually a negative one – gossip is a bad thing, a waste of time, 2 They do not allow for individual traits to exist in members of the group – some women may not be interested in other people’s domestic lives, 3 They are created by those outside the stereotyped group and are often seen to be an exertion of power – the stereotyped group often has no way to answer back, 4 The stereotype gives a ‘complete picture’ about the group and implies a knowledge and understanding that can be applied to all members of the group.
What is often overlooked are the historical or cultural reasons for perceived shared traits within a group. Until relatively recently females were not encouraged to engage in discussions that were not based in the domestic (family, home, relationships) and men were not expected to show interest in these things. These were part of gender role expectations.
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Media Studies
005- Stereotypes: Simplifying the Complex
www.curriculum-press.co.uk
Stereotypes in the Media e.g. Soap Operas: ‘The Tart with a Heart’ She is often a woman who is depicted wearing quite garish and revealing clothes.
2. Media use of countertypes and stereotypes However, stereotypes can sometimes attempt to create positive representations. These are called corrective stereotypes or countertypes where the representations are trying to create new ideas about a previously stereotyped group. Contemporary culture has become more aware of stereotypes and the effects they have – particularly negative ones. Many media texts have attempted to construct new approaches to old stereotypes.
Kat Slater/Moon (Jessie Wallace) from BBC’s Eastenders. Kat’s character was a soap opera stock character: the ‘tart with a heart of gold’. (bbc.co.uk)
When creating Buffy the Vampire Slayer writer and producer Joss Whedon stated it was his intention to deliberately rewrite the idea of the young blonde female in horror. Prior to Buffy, this character had been represented either as a victim, princess or damsel in distress (Propp’s Narrative Roles) and the creation of the character of Buffy can, therefore, be seen as a countertype and is corrective of the former use of this representation.
She is often slightly over-dressed for the occasion she is in – so may be seen with heavy make-up, a complex hair-do and clothes which signify evening wear whilst going to work or the shops. She is depicted as a ‘straight talker’ and appears to have quite a hard edge to her character. However, this has been created by a series of personal histories which have seen her trust misused and she has probably made a number of bad romantic choices which have broken her heart. However, rather than just being ‘the bitch’, she retains a strong core of romanticism and tries to see the best in people. This can sometimes leave her vulnerable to further heartache but she is always there to support (fiercely at times) her family and often other around her who are going through bad times. She has had a lot of hardship in her life but she retains a warm personality beneath the tough exterior.
Buffy is the hero in Buffy the Vampire Slayer and she is often represented rescuing male and female characters and leading her group into battle. Sarah Michelle Gellar as the victim in Scream 2 (1997) and the hero in Buffy the Vampire Slayer (1997-2003).
In Scream she plays a stereotype
The audience is very familiar with the details of this stereotype, particularly the soap opera audience as this is a stock character within this genre – Kat Slater, Pat Beale, Bet Lynch etc. All of these characters are based on the same stereotype and as such are part of the genre’s codes and conventions. In this way, stereotypes are closely related to the narrative structure of a text and there may be certain stock characters that are associated with specific genres. For example, the ‘hero’ of an action movie and the ‘hero’ of a romantic comedy may share the same narrative function but each genre uses a different stereotype to construct the heroic character.
but in Buffy, a countertype as the character was deliberately ‘rewriting’ assumptions about the role of the small, blonde female in horror. She is no longer a helpless victim who needs rescuing, but is the rescuer.
3. What makes a stereotype? Stereotypes can be formed around different characteristics of a group:
(www.phase9.tv (Buffy the Vampire Slayer); moviepropking.com (Scream))
AppearanceThis can include physical appearance and clothing as well as the sound of the voice. In your own lives you may have noticed that people are judged on what they look like or what they wear. The news media has recently focussed on the ‘hoodie’ and it is often used as an indicator of youth crime. This then confirms the idea that young people are likely to be trouble makers and petty criminals and the stereotype is linked to a specific article of clothing. This stereotype assumes that all young people who choose to wear a hoodie will have criminal tendencies. Clearly this is inaccurate.
Countertypes or corrective stereotypes are those that are constructed in such a way as to deliberately work against the usual and expected stereotype. Sometimes though, countertypes turn into the new stereotype and can therefore be seen to be equally as limiting. The heroic female who is skilled at fighting is now commonplace – Alias, Tomb Raider, Charlie’s Angels. Stereotypes are often crucial for media producers who use them as narrative shortcuts to get information about a character to the audience as quickly as possible. Often stereotypical representations have a whole ‘back story’ which does not need to be communicated in detail as the producer can assume the audience will provide it.
Behaviour Typical things that people in this group are assumed to do. It is, of course, a stereotype to show males as being interested in football. Some men enjoy rugby, some hockey and some find all sports boring. The assumption is as flawed as the gossiping women stereotype but evidence of this assumption can be found in many media texts, especially magazines like Zoo.
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Media Studies
005- Stereotypes: Simplifying the Complex
www.curriculum-press.co.uk
As we have seen, in horror films the blonde female is traditionally expected to play the victim or a character who needs protecting or saving. However, in the romantic comedy she is a more sexualised and often portrayed as a childlike character and an object of desire and is often represented as the ‘prize’ that is being sought by the hero of the romantic comedy text. There may be similarities between the way these genres portray a group (both may represent the blonde as being unintelligent) but in each case the genre will use the stereotype which its audience will find familiar and appropriate in that specific context and that is part of their generic expectations. Above is a brief case study looking at two images of the blonde bombshell in Romantic Comedies from the 1950s and the 1990s.
Attitude Closely linked to behaviour, stereotypes can be assumptions about the way a group is perceived as thinking – the attitudes they hold towards certain situations. Again, gender is a good place to look for attitudinal stereotypes. Males are often depicted as trying to avoid serious romantic relationships whilst females are often represented as being fixated on the dream of a wedding. Monica and Rachel in Friends spent time fantasising about being brides. Stereotypes are often based around all three of these ideas. When a group is stereotyped, we recognise them via their stereotypical appearance and expect certain behaviours and attitudes to go along with the way they look.
Exam Hint :- In your written work it is important not to use stereotypes yourself. Try to avoid making generalised assumptions about a group. You should, however comment on the assumptions that are made by the media texts you are writing about.
The final feature of stereotyping is particular to the media: Stereotypes often fit the particular medium or genre. That is, the same stereotype can be used in different ways depending on the form or genre of the media text.
Q1. Consider the analysis of the stereotypical blonde above. Clearly this is an appearance-based stereotype. What behaviours and attitudes are also assumed when this stereotype is used?
Marilyn Monroe in The Seven Year Itch (dir. B Wilder 1955) and Cameron Diaz in There’s Something about Mary (dirs. B and P Farrelly 1998)
Q2. Can you identify other genres where stereotypes are dealt with differently? Consider the stereotype of the ‘serial killer’ as depicted in psychological horrors and compare this to their representation in factual or news programming. What qualities does a stereotypical policeman have in a drama compared to a comedy? Are young people depicted differently in newspapers than in magazines?
Despite their different moments in time, look at the similarities in the images below. The stereotypical blonde is still recognisable – the differences in the construction of this stereotype are in fact useful clues as to changes in culture between 1955 and 1998.
4. How are stereotypes formed? The formation of stereotypes is part of a complex relationship between the experiences we have as part of our day to day life and our cultural experiences in terms of our interaction with other people and the media. Often the media are accused of creating stereotypes and are blamed for confirming stereotypical attitudes. It is difficult to prove that this is actually the case as media representations rely on the audience understanding the references they make.
(www.mvps.org/st-software/Movie_Collection/images/12302f.jpg (There’s Something About Mary); filmforum.org/films/7year/ 7Year_2.jpg (The Seven Year Itch))
The body language in these images is almost identical but Monroe is clearly being ‘caught unawares’ whereas Diaz is aware of the camera and is making eye contact with the audience. In addition, Monroe is displaying a modest attempt to cover her legs – the narrative within the image suggests the display of flesh is accidental. Diaz’s dress is a revealing one and so, along with the images repeated behind her, the connotations are that she is choosing to reveal her body and the overall impression created is that she is more in control than in the Monroe image. Monroe’s character appears more naïve – even innocent. Diaz is more knowing and active in the creation of the representation.
Media audiences need to be familiar with the stereotypes used, otherwise they would be unable to interpret the assumptions that lie behind them. If the concept of men being sports fans did not already exist any media text that used this aspect of masculinity to create easily recognisable characters would fail to communicate its meaning to the audience. Similarly, if the audience did not understand the significance of the hoody, it could not be used as a narrative shorthand. Identifying where this cycle above begins and ends is impossible. The media clearly has an impact on audience’s ideas about stereotyped groups but this is in conjunction with other influential aspects of a person’s development of understanding the world – peer groups, families, social/religious backgrounds etc. The media is just one of many ways the audience experiences life and learns about the world.
These differences could be related to different attitudes towards women at these points in history although it is clear that they are still portraying similar stereotypes that are expectations within the genre of ‘romantic comedy’. Despite the time differences, the roles the women play in the films are likely to be very similar.
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Media Studies
005- Stereotypes: Simplifying the Complex
www.curriculum-press.co.uk
Conclusion There are negative aspects to the media’s use of stereotypes. The media can be seen to be part of the repetition of common cultural assumptions about certain groups which cannot be wholly accurate and can confirm prejudices and division between groups. Many groups have limited opportunities to challenge commonly held stereotypes and the media can often be seen to reflect and support ideas which favour the majority’s views over those of minorities. However, it is important to acknowledge that stereotypes also act to aid the media producer in getting ideas across quickly and efficiently. Audiences’ ability to read stereotypes enables them to read and interpret representations and subsequently understand media texts.
Stereotypes are connotational readings Our past experiences build the knowledge that influences how we interpret the evidence before us. It’s often more influential than the facts. It is seen to work like this: • When we interpret a representation as being typical this confirms the validity of our knowledge and reinforces our ideas about the group. • Our media experiences can also be part of this process so a repetition of the idea that women like to gossip (from soap operas, morning TV, adverts and magazines etc) helps to reinforce this reduced view of the whole group. • We use these assumptions to predict how a group will act or behave. • We make the associations about the group and when they are repeated this reinforces the stereotype.
Exam Hint: When analysing texts or writing essays it is important to question why a particular stereotype has been used and consider the practical reasons that may exist. It is also crucial to think about the effect that the stereotype may have. Does it create a negative representation that may have a wider social impact? Does it play on existing prejudices? Students often simply identify the stereotypes rather than analyse them and this leads to a loss of marks in exams.
However, • If a representation fails to meet all the criteria we expect, we will often ignore that or explain the failings to be ‘the exception to the rule’. • If we are proved inaccurate in our understanding – we keep witnessing anomalies or the anomalies are too big to ignore – then we may rethink our ideas about the group. It is possible that we may reject a stereotype if our own experiences do not match up to the created expectations. • Our real life and media experiences can cause this to happen.
Image web references www.phase9.tv www.moviepropking.com www.bbc.co.uk www.mvps.org/st-software/Movie_Collection/images/12302f.jpg www.filmforum.org/films/7year/7Year_2.jpg
Life experiences (including media representations), cause individuals to make assumptions about whole groups based on limited information. The media use stereotypes to create representations.
Ideas about groups are confirmed through the repetition of experiences. These may be ’real life’ experiences, or experiences based on accessing media texts.
This process can be seen to be an important part of dealing with the complexities of the world. It would be impossible to approach every situation or person encountered as a totally unique one in social terms this would be impractical. For stereotypes to work for an audience there must be an element of truth in them. So, whilst it is easy to dismiss stereotypes as being limiting and reductive, it is also important to consider the relationship stereotypes have with real experiences.
Acknowledgements: This Media Studies Factsheet was researched and written by Steph Hendry Curriculum Press. Bank House, 105 King Street, Wellington, TF1 1NU. Sociology Factsheets may be copied free of charge by teaching staff or students, provided that their school is a registered subscriber. No part of these Factsheets may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, without the prior permission of the publisher. ISSN 1351-5136
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