Assignment #6: Stereotyping on Television

Due in class on Thursday (11/15)

This week we're reading about television history. You'll see in Table 13.6 of our textbook that there are some important critiques (and counter-arguments) concerning television content and its relationship to social issues, including violence, sexuality, and stereotyping.

For this assignment, we'll focus on stereotyping on television, and, more specifically, stereotyping of the sexes television. Lawson and Garrod's Dictionary of Sociology defines sex stereotyping as follows (2001, p. 224):

One important consideration in analyzing sex stereotyping in the mass media is whether stereotyping occurs explicitly or implicitly.

Explicit sex stereotyping occurs when oversimplified ideas about men's and women's roles are presented to viewers in an unambiguous (or straightforward) way. Examples of explicit sex stereotyping could include instances like:

• a man stating that "a woman's place is in the kitchen" 
• a mother saying that it wouldn't be "proper" for her daughter to pursue a career as a doctor or lawyer
• a boy asserting to a peer that "boys don't cry"
• a girl telling her friend that she needed to "doll herself up" so she could find "a good man that will take care of her"

Implicit sex stereotyping is more subtle. The stereotype isn't explicitly stated in the media content; instead, the stereotype is taken for granted in the interactions between characters. Stereotypical differences between men and women are presented in a way that makes those differences seem like common sense. Each of the following are implicit versions of the explicit stereotypes just noted above.

• a husband asking his wife "what's for dinner?" when he gets home
• a show's female characters occupying traditional roles (e.g., housewives, secretaries)
• boys laughing at a crying peer
• a girl saying she'll "need time to put on make-up" before a date

Identifying stereotypes

For this week's assignment, we'll all watch the following episode of "Leave it to Beaver." As you're watching this episode, take brief notes when you see instances of explicit and implicit sex stereotyping. Be descriptive in your note-taking. Which characters were involved? What happened? What sex stereotype was being reinforced? Was the process implicit or explicit? What makes you think so?

For this assignment, you'll write up a 1&1/2 page report on what you found (typed, single-spaced, and stapled). The report will be in two parts:

PART 1: Your first 1/2 page of this report will simply identify, with very brief descriptions, the instances of explicit and implicit sex stereotyping that you noted while watching the episode. For instance:

Instances of Explicit Sex Stereotyping                          
* Ward tells June that she's better at dealing with "the nurturing"
* Wally tells the Beaver that he won't be a man until he learns to "control his emotions"
* Ward tells Wally that "women want to be pursued by men" rather than do the pursuing
* etc., etc.

Instances of Implicit Sex Stereotyping 
* In a discussion of family errands, June says that she'll pick up the groceries
* Ward asks June to put the boys to bed
* The Beaver gets into a fight with a boy at school

PART 2: In the last 1 page of the report, you will:

• Pick out one explicit and one implicit instance above, and describe each in a little bit more detail. Refer to specific scenes, characters, and conversations/actions in creating your description. 
• Briefly explain why you think each instance is an example of implicit or explicit sex stereotyping.
• Briefly explain how you think instances of this sort may have affected the way viewers looked at men and women during this period.

Assessment

This assignment is worth 30 of the 270 points available for the media explorations course component. I will use the following rubric to grade your responses:

30 points -- Executed all assignment components. Demonstrates firm understanding of subject matter. Execution is excellent. No grammar or writing errors. Is well organized and very easy to follow.

22 points -- Executed assignment components mostly as asked. Demonstrates reasonable understanding of subject matter. Execution is generally good. A few grammar or writing errors. Is fairly well organized and generally easy to follow.

14 points -- Executed only some of the assignment's components. Demonstrates limited understanding of subject matter. Execution is fair, but with key problems. Several noteworthy grammar or writing errors. Poorly organized and difficult at times to follow.

6 points -- No evidence of having given the assignment real thought. Minimal or no understanding of subject matter. Execution is poor. Rampant grammar and writing errors make reading very challenging. No organization is evident. Reads like a last minute effort.

0 points -- No assignment submitted or submitted late.