GENDER AND MEDIA PRODUCTION Ángela María Rojas Martínez Departamento de Psicología Universidad de Los Andes Bogotá / Colombia 2011

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W HY WORK ON GENDER AND MEDIA ? Greater sexism Greater Criminality Greater Human Rights Violations Lower Quality of Life Inglehart, R.F. & Norris, P. (2002). "Islamic Culture and Democracy: Testing the Clash of Civilizations Thesis." Comparative Sociology, 1 (3/4): ; Moya, M., Páez, D., Glick, P., Fernández, I y Poeschl, G. (1997). Sexismo, masculinidad feminidad y factores culturales. Revista Electrónica de Motivación y Emoción, 4(8-9).)

H OW DO THE MEDIA PROMOTE THE LEARNING OF GENDER COGNITIONS ?

DAILY DIARY OF GIRLS IN THE UK 8 AM Wake up, check my (hotmail) 9 AM – 3 PM At school, check on mobile phone, check BBC News, Facebook, Twitter 4 PM Update blog, check Facebook, Messenger, Skype 5 PM Check out music and videos on YouTube 6 PM – 8PM Googling stuff, checking Facebook, Twitter, MSN, watch TV on iPlayer Because I am a Girl: Youth Summary. The State of the world´s girls Girls in a Changing Landscape: Urban and Digital Frontiers

H OW DO THE MEDIA PROMOTE THE LEARNING OF GENDER COGNITIONS ? Self- efficacy Practice Impact Vicarious learning Enactive experience Direct teaching Bussey, K. & Bandura, A. (1984). Influence of gender constancy and social power on sexlinked modeling. Journal of Personality and Social Pscyhology.

Nuestro nuevo apartamento Uno de cada diez hombres es gay w Los hombres no somos románticos pero lo intentamos

GENDER REPRESENTATIONS IN THE MEDIA

REPRESENTATIONS OF MEN AND WOMEN IN MEDIA 24% Women 76% Men Women News Experts UNIFEM, WWDP & WACC (2010) Global Media Monitoring Project.

G ENDER REPRESENTATIONS IN CHILDREN ' S TV 32% Female 68% Male Male Female Main character Secondary characters Gözt, M et al (2008). Gender in children´s television worldwide in Televizion 21. Murcia, O. (2009). Análisis con perspectiva de género de la Producción Animada Infantil en Colombia. Uniminuto.

T HE FUTURE UNIFEM, WWDP & WACC (2010) Global Media Monitoring Project

G ENDER REPRESENTATIONS IN CHILDREN ' S TV Teens Hair blonde or red Asian, African or Latin In groups Victims Waiting for the love of his life Beautiful Thin Hyper-sexualized Less negative values Latina's best friend Fat girls or old women do not exist Adults Hair black or brown Caucasian Solitary Leaders Overweight Evil Antagonists black or brown hair, disabled Latino “macho” FemaleMale Gözt, M et al (2008). Gender in children´s television worldwide in Televizion 21.

R EPRESENTATIONS OF THE BODY IN CHILD TV(102 MALE /71 FEMALE ) V-shaped Torso Overweight. Absense of avaragely proportioned bodies Unhealthy proportion of waist-hip (50%) Unhealthy proportion shoulder-waist (84%) Enhance the hip (83%) Legs are too long (57%) Male protagonistsFemale protagonists Gözt, M et al (2008). Gender in children´s television worldwide in Televizion 21.

I F SOMEONE HAD B ARBIE ' S BODY, THEY WOULD HAVE : Extreme thinness, Herniated disc, Respiratory problems, Osteoporosis and Possible infertility (Gözt, 2008)

P HYSICAL EXPECTATIONS OF IDEAL PARTNERS IN COLLEGE STUDENTS The answers of man Cute face Round and lifted buttocks Breasts not too large nor too small Nice legs, no stretch marks, without varicose veins and toned Thin Small waist (hourglass) flat stomach Long hair, silky and smooth preferably fine features Without any body hair plump lips Small and pink nipples The answers of woman Pretty smile Large expressive eyes Perfect teeth, white and well aligned Tall Muscular Pronounced buttocks Face without pimples, spots or zit Athletic arms and legs Thin lips but pronounced Hair: nice, clean and without gel flat stomach Pronounced pelvic bones Curso Sexualidad Humana. Departamento de Psicología. Universidad de Los Andes, Septiembre, 2010

C HARACTERIZATION OF CHARACTERS IN THE C OLOMBIAN TV(4) dominant assertive outgoing (Extrovertido) cheerful public leaders honest solidarity defenders They face dangers Fix mistakes They provide order and discipline conciliatory patient passive cheerful (alegre) distraught (angustiada) Public and domestic leaders ethical Behavior solidarity Caring for others MaleFemale Murcia, O. (2009). Análisis con perspectiva de género de la Producción Animada Infantil en Colombia. Uniminuto.

W HAT EMOTIONS DO THE C HILDREN ’ S FAVORITE CHARACTERS EXPRESS ? Anger Sadness Distress Sadness Love Joy The boys did not identify feelings MaleFemale Vargas-Trujillo, E., Rojas, A.M & Balanta, P. (2008) Una propuesta dirigida al público infantil para ver televisión con perspectiva de género. Convenio 007 Comisión Nacional de Televisión, Universidad de Los Andes y Corporación Universitaria Minuto de Dios. Bogotá.

W HAT KINDS OF DECISIONS DO FAVORITE CHARACTERS MAKE ? Punishments What you can do or not do When buying a home or car Other non-traditional (boys) How to organize the house What tasks are done Troubleshooting Other non-traditional (girls) MaleFemale Vargas-Trujillo, E., Rojas, A.M & Balanta, P. (2008) Una propuesta dirigida al público infantil para ver televisión con perspectiva de género. Convenio 007 Comisión Nacional de Televisión, Universidad de Los Andes y Corporación Universitaria Minuto de Dios. Bogotá.

What can women do that men can’t? Love with sincerity easily relate to others cry flirt Washing and cooking Caring for children Take care of household (Encargarse del hogar) Be housewives (Ser amas de casa) Doing Good lying Solving problems The hard work of the company scientific inventions Having money and power Having women Killing a mouse Hit and fight (Golpear y pelear) illegal work Do wrong things without thinking about the consequences Party till dawn without worrying about tending to their children. What can men do that women can’t? Vargas-Trujillo, E., Rojas, A.M & Balanta, P. (2008) Una propuesta dirigida al público infantil para ver televisión con perspectiva de género. Convenio 007 Comisión Nacional de Televisión, Universidad de Los Andes y Corporación Universitaria Minuto de Dios. Bogotá.

HOW TO TREAT THEM WELL... (COMO SE TRATA BIEN A…)  Do not hurt them (no lastimarlas)  No beating (no pegarles)  Take care of them  not yelling (no gritarlas)  pamper them (consentirlas)  be detailed  love them  Meeting their needs (satisfacer sus necesidades)  Not show too much infidelity  Do not betray (no traicionarlas)  Keep their clothes and things tidy  The girls take care of them  Let them rest  Treat them with love  Talk without shouting  Do not boss them around  Listen when they speak  Respect their opinion  Understand  Value their work performance MenWoman

GENDER COGNITIONS OF MEDIA PRODUCERS

A G REATER SEXISM - GREATER ASSIGNMENT OF : Risks Unethical behavior Desirable physical appearance Sociability Self-devaluation sexual passivity MaleFemale Rojas, A. M. (2007) Identidad de género y consumos culturales televisivos: Más allá de las diferencias por sexo. Tesis de grado. Maestría en Psicología

W HAT YOU SEE ON TV IS SEXIST ? Low- sexism YES Very sexist NOT Rojas, A. M. (2007) Identidad de género y consumos culturales televisivos: Más allá de las diferencias por sexo. Tesis de grado. Maestría en Psicología.

T HE MAKERS OF MEDIA TALK ABOUT GENDER Sin darme cuenta escribo en masculino Obviamente a los hombres les gusta un tipo de cosas distintas a la de las mujeres, eso es una cosa “genética” que no va a cambiar y no tiene por qué cambiar. Género, es hacer programas para mujeres. Las colombianas son maravillosas, sensuales, hogareñas, solidarias, excelentes esposas, pero son bravas, algo malo tenían que tener. Murcia, O. (2009). Análisis con perspectiva de género de la Producción Animada Infantil en Colombia. Uniminuto.

G ENDER, MEDIA AND WELL - BEING CONCLUSIONS

PSYCHOLOGICAL WELL - BEING Self- acceptance Positive relationships Purpose in life Environment Control Personal Growth Autonomy Ryff, C., y Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69,

S ELF - ACCEPTANCE Dissatisfaction with their body and muscle mass. Little information and knowledge about their bodies, nutrition and health. (less healthy diets and increased rates of being overweight. Greater acceptance of values ​​ such as violence and unethical behavior. Dissatisfaction with appearance, body image and sexual. Information overload about dietary practices. Fat, old age and disability are not acceptable. MenWoman Read, J & Gorman, B. (2010) Gender and Health Inequality. Annual. Review. Sociology. 36.

POSITIVE RELATIONSHIPS It promotes isolation and over self-sufficiency (suicide and homicide rates higher). It promotes the idea that men do not feel sorrow or affection without sexual connotation. Deficit models that promote the formation of meaningful social ties. Social relations are focused on domestic relations and couples. (Higher rates of partner violence) Saturation of feelings like sadness, anxiety and affection. Deficit models expressing anger assertively. MenWoman Denton M, Prus S, & Walters V Gender differences in health: a Canadian study of the psychosocial, structural and behavioural determinants of health. Soc. Sci. Med. 58.

P URPOSE IN LIFE Promote various life projects. Focus on the recognition, expertise and / or economic status. In politics, sports and crime. Promote life project focused on the partner. Deficit of nontraditional life choices : sports, technology, mathematics, science. Minor public representation. MenWoman

A UTONOMY & E NVIRONMENT C ONTROL It promotes responsibility to fix mistakes, provide order and discipline. It promotes the pursuit of power, risk, competition, violence and unethical behavior (increased risk of morbidity / mortality from accidents and homicides (Read & Gorman, 2010) Low self-efficacy in domestic contexts, affective ties and family. Empowerment is associated with body image. Deficit models starring roles competent and successful. Low rate of successful leading role models in public and professional spheres. Women often report lower levels of personal control(Denton et al, 2004) MenWoman

P ERSONAL G ROWTH Promote the development of intellectual and physical potential. Limited personal care, prevention of risks, the potential development of social, emotional and cooperative ties. Promote the development of potential social, emotional and personal care. Limit the development of her intellectual potential, sport and technology and her pursuit of self-attained higher socioeconomic status. HombresMujeres

RECOMMENDATIONS Promote the study of a diversity of motivations and potentials amongst children, youth, men and women. Expanding the scope of models of both sexes, with different characteristics, complex roles at different stages of life cycle, in media content. Promote gender analysis of media consumption preferred by children, youth and adults, and contrast constructively with their reality. Include education on gender and its relationship to the welfare of people in the training of media professionals, journalists and media makers.

THANKS