Gender stereotypes in soundtracks for children

Elia Saneleuterio; Sandra Soler-Campo; Rocío López-García-Torres

doi:10.5216/mh.v25.83427

Authors

Elia Saneleuterio University of Valencia, Spain elia.saneleuterio@uv.es https://orcid.org/0000-0003-4060-9518
Dra. Sandra Soler-Campo University of Barcelona, Barcelona, Spain sandra.soler@ub.edu https://orcid.org/0000-0002-5560-1415
Dra. Rocío López-García-Torres University of Barcelona, Barcelona, Spain rocio.lopez@uchceu.es https://orcid.org/0000-0001-5647-764X

DOI:

https://doi.org/10.5216/mh.v25.83427

Keywords:

soundtracks, co-education, gender stereotypes, measurement tools, non-formal education

Abstract

Identifying and addressing gender stereotypes contributes to reducing sexist ideas a social discrimination against women and some men. The increasing concern about its influence in education has intensified interest in analysing the cultural products consumed by children. This study focuses on the soundtracks of animated films: a sample of 25 films are analysed, comprising a total of 62 songs, to examine the presence of gender stereotypes and their disruption across five categories: bodily, attitudinal, social, affective-sexual, and musical. A qualitative methodology was employed, through the GS_5x4 stereotype analysis table (adapted and revalidated with CVI = .80). The results revealed that soundtracks until 2010 predominantly reinforced stereotypes; from 2012 onwards, the portrayal of stereotype-breaking elements increases, particularly for female characters. This trend is more pronounced in the songs than in the films as a whole. The affective-sexual dimension is the most stereotyped category, while the attitudinal one shows the highest degree of stereotype disruption.

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Author Biographies

Elia Saneleuterio, University of Valencia, Spain elia.saneleuterio@uv.es

Elia Saneleuterio is a faculty member (Profesora Titular / Associate Professor) at the Department of Language and Literature Teaching at the University of Valencia, Spain. She received her first Ph.D. cum laude, in 2011 (Spanish Literature). Previously, she graduated in Spanish Philology and Childhood Education and she also earned her master’s degree in Specific Didactics Research (Language and Literature Teaching) and a second Ph.D. (in Education). Apart from Spanish and Catalan, she speaks English, French, German and Italian. She was a Visiting Scholar at the Università di Bologna (Italy) (2009), Uniwersytet Wrocławski (Poland) (2012), University of California, Berkeley (USA) (2016-17), Universidade do Minho (Portugal) (2017), Universidad Católica Boliviana (Bolivia) (2017), Rutgers University, Newark (USA) (2018), Université de Reims Champagne-Ardenne (France) (2019) and University of Glasgow (United Kingdom) (2023), among others. Her earlier research focused on Spanish Poetry, field where she contributed with many lectures and scholar papers, and also with an intelligent website for chatting in poetry language (https://www.abpoesia.com/) and promoting creative writing among students. More recently, she has focused on the study of assessment in Higher Education, cooperative learning, collaborative review processes, teaching and learning of spelling, vocabulary, grammar… (in Spanish as L1). She is also currently conducting research about literary education, symbolism in literature, character constructions, children's animation movies, etc. As a poet, she won important literary awards and she signs her poetic works as Elia S. Temporal: 180º, Al nord amb els teus ulls, a/brazadas, 2/3... She is the director of the research group TALIS and also of several international conferences (XXIX AEGS, CICELI). She is a member of the research groups MiRed and PoGEsp. She has 3 teaching 5-year terms and 3 research 6-year terms recognized by the CNEAI.

Dra. Sandra Soler-Campo, University of Barcelona, Barcelona, Spain sandra.soler@ub.edu

Doctor in Music Pedagogy and Musicology. She holds a Degree in Music teaching and English, a Master in Kodály Music Pedagogy from the Liszt Conservatory (Budapest) and a Master's degree in Research and Gender from the Jaume I University (Castellón). She has been professor at all educational levels and has taught at various universities since 2017, such as the International University of La Rioja or the Open University of Catalonia. Since 2017, she is professor at the University of Barcelona, where she obtained a position as a lecturer in the Department of Applied Didactics (music section) and participates with the ESBRINA Research Group, a group with a renowned track record recognized by the Generalitat of Catalonia. She is the author of various papers and chapters of scientific books published in JCR and/or SCOPUS journals, highlighting her interest in music pedagogy and gender issues related to education. She has also get a six-year period of research recognized by AQU.

Dra. Rocío López-García-Torres, University of Barcelona, Barcelona, Spain rocio.lopez@uchceu.es

Rocío López-García-Torres holds a degree in Psychology and a PhD in Educational Sciences from the University of Granada. She is a professor of developmental and educational psychology in the Department of Educational Sciences at CEU Cardenal Herrera University, where she is currently the director. Her teaching, research, and management work is accredited as a Professor with a PhD and a Private University Professor by the Valencian Agency for Evaluation and Prospective Studies (AVAP) of the Ministry of Innovation, Universities, Science and Digital Society of the Valencian Regional Government. She also has a six-year research period recognized by the CNEAI (Central Council of Valencian National University) (2017-2023). She collaborates with the TALIS Research Group at the University of Valencia. Her research interests include the values of education, coeducation, gender issues and their manifestations in children's fiction, and other cultural and social realities that impact educational contexts, such as school violence. This includes contributions to national and international conferences, articles published in scientific journals, and book chapters in which she appears as an author. She is also a member of the research team for the project "SOCIOEMOVE: Development of socio-emotional skills in virtual exchanges," a 2023 Knowledge Generation Project of the State Plan for Scientific, Technical and Innovation Research 2021-2023 (Ministry of Science, Innovation and Universities).