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Longitudinal Effects of Engagement with Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children

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Longitudinal Effects of Engagement with Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children Child Development, November/December 2016, Volume 87, Number 6, Pages 1909–1925 Pretty as a Princess: Longitudinal Effects of Engagement With Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children Sarah M. Coyne Jennifer Ruh Linder Brigham Young University Linfield College Eric E. Rasmussen David A. Nelson and Victoria Birkbeck Texas Tech University Brigham Young University This study examined level of engagement with Disney Princess media/products as it relates to gender- stereotypical behavior, body esteem (i.e. body image), and prosocial behavior during early childhood. Participants consisted of 198 children (Mage = 58 months), who were tested at two time points (approxi- mately 1 year apart). Data consisted of parent and teacher reports, and child observations in a toy prefer- ence task. Longitudinal results revealed that Disney Princess engagement was associated with more female gender-stereotypical behavior 1 year later, even after controlling for initial levels of gender-stereotypical behavior. Parental mediation strengthened associations between princess engagement and adherence to female gender-stereotypical behavior for both girls and boys, and for body esteem and prosocial behavior for boys only. “I am a princess. All girls are.” —Sara Crewe. (A (Bussey & Bandura, 1999). Additionally, exposure Little Princess; Burnett, 1905) to gender-stereotypical media can alter children’s perceptions of the gender appropriateness of toys Girls and women are often stereotyped and sexual- (Pike & Jennings, 2005) and is associated with more ized in the mass media (e.g., Collins, 2011; Smith, gender-typed play among preschoolers (Coyne, Lin- Pieper, Granados, & Choueite, 2010). An examina- der, Rasmussen, Nelson, & Collier, 2014). tion of the media during early childhood is particu- One of the most popular types of media and larly important, as these years lay down a merchandise for young girls is the Disney Princess foundation for gender role development over time line. The line is highly profitable, with sales in 2012 (Bussey & Bandura, 1999), and media may act as a alone exceeding more than $3 billion (Goudreau, key socializing agent for gender role development 2012). There is some public concern regarding the (for a review, see Signorielli, 2011). A meta-analysis effect that Disney Princesses may have on young of 30 studies found that television viewing can girls (e.g., Orenstein, 2011). However, there is little develop and reinforce children’s attitudes regarding empirical research examining how Disney Prin- gender stereotypes (Herrett-Skjellum & Allen, 1996). cesses are portrayed in the media and what effect Notably, female stereotypes in the media influence they might have on children’s gender role develop- both female and male attitudes about gender, ment, attitudes, and behavior. Accordingly, the aim though effects are much stronger for girls than boys of the current study is to examine longitudinal associations between exposure to Disney Princess media and gender-stereotypical behavior, body We would like to acknowledge the Women’s Research Initia- tive at BYU for financially supporting this project. We would esteem, and prosocial behavior for preschool and also like to thank all the student research assistants for their help kindergarten age children. throughout the project. Finally, Sarah M. Coyne would like to thank Peggy Orenstein and her daughter, Hannah Coyne for inspiring this research. Correspondence concerning this article should be addressed to © 2016 The Authors Sarah M. Coyne, School of Family Life, Brigham Young Univer- Child Development © 2016 Society for Research in Child Development, Inc. sity, JFSB 2087, Provo, UT 84602. Electronic mail may be sent to All rights reserved. 0009-3920/2016/8706-0020 [email protected]. DOI: 10.1111/cdev.12569 1910 Coyne, Linder, Rasmussen, Nelson, and Birkbeck can influence behaviors and attitudes; however, the Disney Princesses and Gender Disney Princess “group” only consisted of three The remarkable profitability of the Disney Prin- kindergarten girls, so it is difficult to generalize the cess line is clear evidence of its popularity among results with any confidence. Additionally, although young girls (Disney Consumer Products, 2011). As not examining Disney Princesses specifically, of 2015, the Disney Princess line involves 13 female Dinella (2013) found that emerging adult women Disney characters identified by the corporation, who self-identified themselves as a “princess” many of whom are princesses by birth or marriage reported less desire to work, expected more tradi- (e.g., Cinderella), though some are not (e.g., Mulan). tional divisions of household labor, and placed The princess franchise involves multiple ways for greater value on superficial qualities, such as children to engage with the Disney characters, appearance. They also put forth less effort in a chal- including films, toys, clothing, and more. According lenging behavioral task. Although Dinella (2013) to Orenstein (2011), parents generally like Disney did not specifically examine the role of the media Princesses and view them as “safe” compared to in her study, it suggests that there may be a long- other, highly sexualized media models. Yet others term effect of internalizing a princess culture early question this sense of safety with the Disney Prin- in life. cess brand and speculate that young girls may be Additionally, although Disney Princesses are pre- particularly vulnerable to potential negative effects dominantly popular with girls, many preschool (Best & Lowney, 2009; Ehrenreich, 2007). The prin- boys watch these programs. For example, Frozen, cess line, in particular, has drawn criticism for the best-selling Disney Princess movie of all time, glamorizing characters who essentially are passive was extremely popular with both girls and boys and need to be saved by men (Ehrenreich, 2007; (Gomez, 2014). Research has found that boys can Orenstein, 2011). learn gender stereotypes from watching female her- A few content analyses reveal that Disney Prin- oines in the media and vice versa. For example, cess films send a number of strong messages Coyne et al. (2014) found that viewing superhero regarding gender. One content analysis of Disney programs was longitudinally associated with Princess movies from 1937 to 2009 found that, engagement in some forms of male gender-stereo- although portrayals of gender have become more typical play (i.e., playing with weapons) for girls, complex over time, there are still strong messages even though viewing superhero programs was rare of traditional gender role stereotypes for girls and among girls. Accordingly, boys who frequently women (e.g., physically weak, affectionate, nurtur- view Disney Princess programs may engage in less ing, helpful, fearful, submissive) in many of the traditionally masculine gender-stereotypical play, movies (England, Descartes, & Collier-Meek, 2011). relative to other boys, particularly if they identify Although gender messages in Disney movies are with the leading female characters (Bussey & Ban- becoming more progressive and varied as time goes dura, 1999). Alternatively, boys who frequently on (England et al., 2011), older Disney movies (such watch these programs may instead identify with as Snow White, released in 1937, or Cinderella, the male characters (e.g., the princes), who typically released in 1950) remain extremely popular with exhibit a mixture of feminine and masculine traits children today (Do Rozarıa, 2004), and their mes- (England et al., 2011). Therefore, in order to exam- sages are therefore still relevant to children’s learn- ine associations with princess identification and ing and development. Additionally, newer, less involvement, the current study focused on partici- gender-stereotyped princesses (e.g., Merida) tend to pants’ identification and involvement with Disney be feminized for Disney merchandise (Samakow, Princess characters (rather than Disney media and 2013). products in general). Very little research has examined the effects of Given Disney’s wide marketing and product viewing Disney Princess media on children’s inter- campaign, children also have frequent opportunities nalization of gender stereotypes. Wohlwend (2009) to rehearse the gender stereotypes they view in the conducted an ethnographic study that followed movies through playing with princess toys, dress- young girls who were avid Disney Princess fans ing up in princess costumes, and more. To our across 3 years. Results revealed that these girls not knowledge, no research has been conducted on Dis- only used the princess storylines (sometimes modi- ney Princess toys and gender stereotypes. However, fied) in their own personal play but also showed playing with Barbie dolls (which are in recent years highly gendered expectations. This study gives connected to Barbie movies) is associated with girls some evidence to the idea that Disney Princesses seeing fewer career options for themselves in the Disney Princesses and Child Development 1911 future (Sherman & Zurbriggen, 2014). This study are discouraged from gender-inappropriate activi- suggests that playing with gendered toys, particu- ties. In early childhood, access to toys and media larly those associated with a movie franchise, may content is primarily under the control of parents; also promote internalization of gender-stereotypical therefore, high exposure to Disney Princess prod- expectations in early childhood. ucts is likely to reflect parental endorsement and encouragement
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