Phineas and Ferb: a Deeper Look

Running head: PHINEAS AND FERB: A DEEPER LOOK PHINEAS AND FERB: A DEEPER LOOK A THESIS Presented to the University Honors Program California State University, Long Beach In Partial Fulfillment of the Requirements for the University Honors Program Certificate Marissa Anderson Fall 2015 PHINEAS AND FERB: A DEEPER LOOK 3 Table of Contents Abstract……………………………………..…………………………………………………….4 Introduction………………………………………………………..……………………………..5 Plot Synopsis . ……………………………………..……………………………………..6 Ideological Background ………………………….…………………………………..………….7 Examples of Gendered Stereotypes within Phineas and Ferb………………………………...9 Phineas……………………………………..……………………………………………10 Candace……………………………………..…………………………………………...14 Isabella……………………………………..……………………………………………18 Examples of Ethnic Stereotypes within Phineas and Ferb…………………………………...20 Baljeet……………………………………..……………………………………..………21 Dr. Heinz Doofenshmirtz………………………………………………………….……24 Conclusion……………………………………..……………………………………..…………27 References.……………………………………..……………………………………..…………29 PHINEAS AND FERB: A DEEPER LOOK 4 Abstract Phineas and Ferb (2007) is a Disney Channel animated children’s program that follows the antics two stepbrothers encounter over the course of their summer vacation. The children’s show has received a wide range of positive recognition and approval from young audiences, their parents, and entertainment critics alike. However, while the show does promote positive civic values such as friendship, good character, and creativity, a further critical analysis reveals negative aspects of the show that often go unrecognized. After rhetorically surveying a multitude of episodes over the course of Phineas and Ferb’s first season, evidence of stereotypical depictions of gender and ethnicity from title and supporting characters are seen interwoven into the storyline’s formulaic premise. With the popularity of the show among childlike audiences growing, the gender and ethnic stereotypes presented in the children’s program can have a profound effect on young impressionable viewers’ developing perception of the world and should only encourage parents to be media conscious gatekeepers. Keywords: Phineas and Ferb, media effects, Disney, children’s programming, stereotyping PHINEAS AND FERB: A DEEPER LOOK 5 Introduction Disney’s Phineas and Ferb (2007) has all the aesthetic attributes and storyline features needed to attract and retain a young viewer’s attention span: vibrant colors, dynamic and comical characters, a narrative that is easily relatable to the age group. The animated program, which has over one hundred episodes, has been both nationally and internationally recognized by entertainment houses and critical viewers from all over the world. With over 36 nominations and 3 Primetime Emmy Award wins, Phineas and Ferb can easily be considered a success (IMDb, 2015). The positive response to the show from a wide range of different aged audience members has allowed producers to expand the show’s success into different facets of the entertainment industry. This includes but is not limited to: television movies, special holiday themed episodes, live action plays, Disneyland theme park parades, and a plethora of merchandise. Although Phineas and Ferb was one of the more successful animated programs Disney Channel has aired in years, it is important to look past the awards and recognition it received and examine the various qualities and characters presented in the show that made it such a popular hit among young audiences. An extensive look at individual character’s backgrounds, motives, and behaviors, as well as the storyline, exposes numerous examples of negative stereotypes that are unintentionally being portrayed to young viewers. For this particular rhetorical critical analysis, Phineas Flynn, Candace Flynn, Isabella Garcia-Shapiro, Baljeet Tjinder, and Dr. Heinz Doofenshmirtz will be evaluated as the season develops and the circumstances around their involvement to one another changes. PHINEAS AND FERB: A DEEPER LOOK 6 Plot Synopsis Phineas Flynn and Ferb Fletcher are two step brothers who attempt to make every day during their summer vacation fun and non- repetitive in the small town of Danville. In doing so, they come up with an assortment of inventions, activities, and gadgets to occupy their abundance of time and attention. Some of these activities range from building a rollercoaster in their backyard, like in the pilot episode of the series, to creating and casting themselves in their very own animated show. As wild, advanced, and dangerous as their activities can be, Phineas, as the leader of the group, is always able to keep their mother unaware of their antics, to the Source: IMDb dismay of his older sister Candace Flynn. Aside from one of Candace’s main concerns being to expose her little brothers and their mischievous doings to their mother, she is constantly trying to get the attention of her crush, Jeremy Johnson. Much of the time, Candace attempts to complete both missions at once and always fails, leaving her to try even harder the next time. As each episode progresses, the trouble Candace goes through to gain Jeremy’s attention while simultaneously trying to expose her brothers becomes more and more concerning. Another female character present in most episodes is Isabella Garcia-Shapiro, Phineas and Ferb’s neighborhood friend. Isabella is young, independent girl who is the leader of her local youth organization, the Fireside Girls. Early on in the season, it is insinuated that Isabella has a crush on Phineas, and she frequently tries to find a way to be involved in his boredom-alleviating projects. As the show develops, Isabella’s affection for Phineas is not only confirmed repeatedly PHINEAS AND FERB: A DEEPER LOOK 7 in each episode, but intensifies. She will do almost anything to help him succeed and uses the excuse of wanting to earn a badge for her troupe. Another one of Phineas and Ferb’s friends that usually partakes in the shenanigans to decrease the amount of unescapable boredom that comes along with a long summer break is Baljeet Tjinder. As a young boy of Indian decent, Baljeet exemplifies one of the only portrayals of diversity within the series. Unfortunately, Baljeet’s representation is one of the ways in which the program employs negative and inaccurate stereotypes of ethnicity. As a part of Phineas and Ferb’s small group of friends, Baljeet’s inclusion to the storyline is usually one of comedic relief, where his stereotypical ethnic characteristics are the source of the humor. Aside from Baljeet, Dr. Heinz Doofenshmirtz is another reoccurring main character of foreign decent. Although the city he is from is fictional in nature, assumptions of his Eastern European ethnic background can be made from the sound of his accent, his backstory, and his name. Dr. Doofenshmirtz continuously plots ways to take over the Danville area, with all of his elaborate and ludicrous schemes unsuccessfully ending by his own misdoings or by Agent Perry, Phineas and Ferb’s two timing secret agent pet platypus. In most cases, Dr. Doofenshmirtz’s lack of success is traced back to his ethnic origins. Ideological Background A bulk of the dominant ideologies, customs, values, and beliefs habitually practiced in today’s society are introduced to people through “non-violent social formations such as schools, the family, the church, and the media institutions- including film and television” (Benshoff & Griffin, 2009, p. 11). These social formations, or what Benshoff and Griffin (2009) call ideological state apparatuses or ISA’s, have a significant amount of influence on the way people PHINEAS AND FERB: A DEEPER LOOK 8 are expected to act, speak, and think within their community. Whether viewers are conscious of it or not, ISA’s are often responsible for teaching their followers how to act based on personal demographic factors, including but not limited to: biological sex, gender, ethnicity, age, and sexual orientation. Film and television in particular can hold a substantial amount of responsibility in relation to the frequency at which material is being broadcasted to large portions of the population, especially children. With children being of such young age and with a limited amount of first-hand experience, their reliance and nativity on other means of communication to inform them of a society or culture outside their own is at a higher level than most. The expanse of children’s television programming currently circulating within an array of media networks only suggests that children are massive television consumers; so, it comes as no surprise that they are particularly susceptible to the biased messages inexorably communicated via mass media enterprises. While ISA’s are capable of presenting certain concepts and behaviors to their followers, “media messages in general and television portrayals in particular, and the presentations depicted in children’s programming” are just a few examples of how potentially pervasive and influential media-created representations can be on susceptible child viewers (Dozier et al., 2008, p. 301). With that being said, a closer look at the presentation of perspectives, messages, and concepts generally instilled within children’s programming content is worthy of further critical analysis. Of the various ideological premises created and broadcasted by media enterprises, those concerning gender and ethnicity will be the main topics of exploration within Phineas and Ferb’s first season. Because Phineas and Ferb episodes are very formulaic in nature and follow the

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