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¶ … Toys RU.S. - Gender Issues Boys / Girls
Angela Mantz
Gender Issues in Children's Toys
A survey of the children's section of the department store reveals fundamental differences in the types of toys available to male and female children. The toys marketed to the respective genders are reflective of some of the most common social stereotypes and messages typically communicated by our culture with respect to male and female role identities. They obviously communicate some of the expectations about things such as what types of activities are suitable for boys and girls and what talents and abilities little boys and girls are supposed to focus on developing. Moreover, the types of toys marketed to boys and girls also seem to suggest what type of professional career interests children of different genders are expected to develop. Even more generally, some of the types of toys available for boys and girls also provide clues as to what aspects of themselves boys and girls are supposed to feel good about in terms of their self-esteem and self-worth.
The most noticeable differences between the toys intended for boys and girls, respectively, are that they mirror common social expectations about the gender identities most common in our society. Specifically, the toys marketed to boys are competitive games, cars, trucks, and toy tool replicas that are miniature replicas...
They also include uniforms and toy versions of the equipment used by firefighters, police officers, and construction workers.
By contrast, the toys marketed to little girls seem to match this society's common assumptions and expectations about the types of activities, interests, and careers that are usually associated with females. Their games are collaborative rather than competitive; there are miniature versions of homemaking equipments such as kitchen appliances; and instead of sports uniforms and equipment, there are displays featuring cheerleaders' outfits and nurses' uniforms. In addition, there are many toys for girls that emphasize cosmetic enhancements, such as play nail extensions and makeup kits and wigs displayed next to large pictures of female pop culture icons such as Beyonce and Lady Gaga. There are also racks of dolls of various types and sizes occupying shelf after shelf in the girls' toy section, many of which feature maternity themes. The closest toys to that in the boys' section are toy soldiers, astronauts, and the first responders manning the fire trucks and police cruisers.
The obvious implied messages to children are that boys are supposed to be competitive and to play rough…
Owen discovered that even as young as 5 and 6 years old, children explained to the researcher that "there was a difference between how girls and boys practice leadership" (Management Services, 2005). Some of the quotes from the research: "Boys don't play with Barbie dolls…Girls become nurses and boys become doctors…Boys want to be active and play 'war' and girls want to talk and include everyone" (Management Services, p. 12).
Boys as young as 9 years of age were interviewed saying that "Girls can be fussy" but they can also be "kind and loving" -- and they need to be "tougher," the boys said. Girls in that same age group were saying that boys "…get into clubs… [and] think of themselves…and push their weight around" (Management Services, 12). By the ages of 11 to 12, the remarks were becoming sharper.
"Boys are bossy…girls work in teams," the 11 and 12-year-old girls said. "Boys are only interested in winning…Girls stop and think…Girls are more interested in their appearance…Girls have self-doubt…" (Management Services, 12). Girls noted that in war, men "go straight in" but girls "think of the best way out" -- and this is a good look at how gender divisions and gender attitudes are shown to
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