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Rape Culture in Disney Animated Princess Movies

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Rape Culture in Disney Animated Princess Movies Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato All Graduate Theses, Dissertations, and Other Graduate Theses, Dissertations, and Other Capstone Projects Capstone Projects 2018 Rape Culture in Disney Animated Princess Movies Patricia Paulson Minnesota State University, Mankato Follow this and additional works at: https://cornerstone.lib.mnsu.edu/etds Part of the Gender and Sexuality Commons, and the Other Film and Media Studies Commons Recommended Citation Paulson, P. (2018). Rape Culture in Disney Animated Princess Movies [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/805/ This Thesis is brought to you for free and open access by the Graduate Theses, Dissertations, and Other Capstone Projects at Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in All Graduate Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Rape Culture in Disney Animated Princess Movies By: Patricia K. Paulson A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of M.S. of Sociology In Human Service Planning and Administration Minnesota State University, Mankato Mankato, Minnesota December 2017 October 9, 2017 Rape Culture in Disney Animated Princess Movies Patricia K Paulson This thesis has been examined and approved by the following members of the student’s committee. ________________________________ Dr. Carol L. Glasser ________________________________ Dr. Emily M. Boyd ________________________________ Dr. Amy L. Lauters ABSTRACT Gender stereotypes, rape myths, and rape culture are perpetuated in U.S. media, including media aimed at young people. Previous research in the areas of gender, gender stereotypes, portrayals of gender in movies, Disney movies, rape myths, and rape culture are all examined. Prior to this research, no study had been conducted to determine if the characteristics of rape culture are portrayed in Disney animated princess movies. For this research, an ethnographic content analysis is conducted on all thirteen of the Disney animated princess movies to determine if the characteristics associated with rape culture are portrayed in these movies. The findings are organized in three board categories: a) how the characteristics of rape culture are portrayed, b) who uses the characteristics of rape culture, and c) if the portrayal of rape culture in the Disney animated princess movies changes over time. This study finds that the portrayal of rape culture in Disney movies 1) relies on intimidation, coercion/threats, 2) that isolation is used as a characteristic of rape culture but also as a way to resist patriarchal power and control, 3) the severity of rape culture in these movies is not dependent on the total number of characteristics of rape culture present, but rather on the frequency with which various aspects of rape culture are shown, and 4) that movies depict the characteristics of rape culture by focusing on femininity and sexuality. While this research examines the portrayal of characteristics associated with rape culture in Disney animated princess movies it also discovers that some positive and empowering traits of the princesses are also observed. 1 INTRODUCTION Gender stereotypes, rape myths and rape culture are detrimental to society and U.S. culture, but are especially harmful to children. All of these ideas are represented in the media, including media aimed, produced, and released for the entertainment of children (Oliver and Green 2001). It is the intent of this researcher to examine Disney animated princess movies to further determine the extent and prevalence of children’s exposure to gender stereotypes, myths, and overall rape culture. Research has already been conducted on stereotypical gender roles portrayed in media aimed at children (Smith, Pieper, Granados and Choueiti 2010), and the acceptance of rape myths have been researched in the area of adolescence and early adulthood (Lonsway and Fitzgerald 1995). This study adds to this literature by examining the degree to which gender stereotypes, rape myths, and the characteristics associated with rape culture are portrayed in Disney animated princess movies. These movies are specifically aimed at very young girls, typically before they enter school. Previous research has not examined whether or not attributes of rape culture are portrayed in Disney animated princess movies. For this study, an ethnographic content analysis (ECA) is conducted on Disney animated princess movies. The research is framed by feminist theory, which supports the ideas that rape, rape myths and rape culture are all structural, cultural problems, and social problems that need to be changed. This research also examines whether or not the characteristics of rape culture has changed over the last eighty years in Disney animated princess movies. 2 LITERATURE REVIEW Gender and Gender Stereotypes West and Zimmerman (1987) propose gender as a routine, methodical and recurring accomplishment. To most people gender is not just what they are but is also who they are and how they act on a daily basis. Gender shapes not only how we view ourselves but how we view others around us (Deutsch 2007). Immediately at our birth, or sometimes even before we are born, gender is assigned and usually we conform to the ideas and norms of our culture and society about gender. Gender is an ongoing aspect of social situations, as an outcome of and a rationale for various social arrangements and a means of legitimating one of the most fundamental division of society (West and Zimmerman 1987). Gender is considered by some as a master status that overrides all other roles and statuses that we hold (Deutsch 2007). Deutsch (2007) finds that in U.S. culture and most other cultures around the world there are two primary gender categories, men and women, and value is placed on each gender differently. Men are supposed to be strong, rational, and dominating, while women are supposed to be in need of protection, emotional, and subservient. It is these thoughts and ideas about gender that create gender stereotypes. Deutsch (2007) further explained the process this way: “People act with an awareness that they will be judged according to what is deemed appropriate feminine or masculine behavior” (106). Characteristics, values, and roles are assigned to each person based on their perceived gender. Males are typically given more value than women, which creates a power struggle or conflict between the genders. Gender is only one aspect of all of us; however, for many it is the first and most important aspect that they look at. Gender is only one 3 part of our story as a person, and gender is only a social construct that does not reflect the complexity of lived lives (Wohlwend 2009). However, it remains a powerful ideological device, which produces, reproduces, and legitimates the choices and limits that are culturally assigned to individuals (West and Zimmerman 1987). “Doing gender” means creating differences between girls and boys and women and men, differences that are not natural, essential, or biological. Once the differences have been constructed, they are used to reinforce the "essentialness" of gender (West and Zimmerman 1987). Because “doing gender” is a learned behavior, viewing gender stereotypes in the media can have a strong influence on young children. Coyne, Linder, Rasmussen, Nelson and Collier (2014) examined how viewing gender stereotypical behavior in the media can influence the play of young children. Masculine and feminine characteristics are expressed through the media and influence children in three different ways; modeling, which is the initial exposure to gender stereotypes; enactive experience, which is when children learn from the outcome of their behaviors; and direct tuition, when parents verbally instruct children on appropriate gender behaviors. Young boys learn the appropriate gender ideal of efficaciousness by being able to affect the physical and social environment through the exercise of physical strength or skills, and young girls learn to value appearance and managing themselves as ornamental objects (West and Zimmerman 1987). A plethora of research has been conducted regarding gender stereotypes in the media and the effects on young girls, but young boys can certainly be influenced by gender stereotypes in the media as well (Coyne et al. 2014). Children may play a bigger role in the gender conformity process than once 4 thought. Brinkman, Rabenstein, Rosen, and Zimmerman (2014) conducted research on how children act and react to gender role socialization as part of a dynamic negotiation process. They found that children do play a role and have a position of power regarding their own gender identity development. Children in this study were able to discuss the idea of conformity and the consequences of nonconformity against the idea of being authentic to themselves. As active agents in the dynamic gender identity development process, children attempt to balance the pressure of conforming against the benefits of being authentic to their sense of self. Many of the children in this study expressed the desire to be able to make their own
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