How Toys Became Gendered – and Why It’ll Take More Than a Gender-Neutral Doll to Change How Boys Perceive Femininity

Parents who want to raise their children in a gender-nonconforming way have a new stocking stuffer this year: the gender-neutral doll.

Announced in September, Mattel’s new line of gender-neutral humanoid dolls don’t clearly identify as either a boy or a girl. The dolls come with a variety of wardrobe options and can be dressed in varying lengths of hair and clothing styles.

But can a doll – or the growing list of other gender-neutral toys – really change the way we think about gender?

Mattel says it’s responding to research that shows “kids don’t want their toys dictated by gender norms.” Given the results of a recent study reporting that 24% of U.S. adolescents have a nontraditional sexual orientation or gender identity, such as bisexual or nonbinary, the decision makes business sense.

As a developmental psychologist who researches gender and sexual socialization, I can tell you that it also makes scientific sense. Gender is an identity and is not based on someone’s biological sex. That’s why I believe it’s great news that some dolls will better reflect how children see themselves.

Unfortunately, a doll alone is not going to overturn decades of socialization that have led us to believe that boys wear blue, have short hair and play with trucks; whereas girls like pink, grow their hair long and play with dolls. More to the point, it’s not going to change how boys are taught that masculinity is good and femininity is something less – a view that my research shows is associated with sexual violence.

Girl toys tend to be pink. AP Photo/Nick Ut

Pink girls and blue boys

The kinds of toys American children play with tend to adhere to a clear gender binary.

Toys marketed to boys tend to be more aggressive and involve action and excitement. Girl toys, on the other hand, are usually pink and passive, emphasizing beauty and nurturing.

It wasn’t always like this.

Around the turn of the 20th century, toys were rarely marketed to different genders. By the 1940s, manufacturers quickly caught on to the idea that wealthier families would buy an entire new set of clothing, toys and other gadgets if the products were marketed differently for both genders. And so the idea of pink for girls and blue for boys was born.

Today, gendered toy marketing in the U.S. is stark. Walk down any toy aisle and you can clearly see who the audience is. The girl aisle is almost exclusively pink, showcasing mostly Barbie dolls and princesses. The boy aisle is mostly blue and features trucks and superheroes.

Breaking down the binary

The emergence of a gender-neutral doll is a sign of how this binary of boys and girls is beginning to break down – at least when it comes to girls.

A 2017 study showed that more than three-quarters of those surveyed said it was a good thing for parents to encourage young girls to play with toys or do activities “associated with the opposite gender.” The share rises to 80% for women and millennials.

But when it came to boys, support dropped significantly, with 64% overall – and far fewer men – saying it was good to encourage them to do things associated with girls. Those who were older or more conservative were even more likely to think it wasn’t a good idea.

Reading between the lines suggests there’s a view that traits stereotypically associated with men – such as strength, courage and leadership – are good, whereas those tied to femininity – such as vulnerability, emotion and caring – are bad. Thus boys receive the message that wanting to look up to girls is not OK.

And many boys are taught over and over throughout their lives that exhibiting “female traits” is wrong and means they aren’t “real men.” Worse, they’re frequently punished for it – while exhibiting masculine traits like aggression are often rewarded.

Breaking down gender norms – for girls

A 2017 survey shows a greater share of adults think it's okay for girls to do "boy things" than for boys to do "girl things."

How this affects sexual expectations

This gender socialization continues into emerging adulthood and affects men’s romantic and sexual expectations.

For example, a 2015 study I conducted with three co-authors explored how participants felt their gender affected their sexual experiences. Roughly 45% of women said they expected to experience some kind of sexual violence just because they are women; whereas none of the men reported a fear of sexual violence and 35% said their manhood meant they should expect pleasure.

And these findings can be linked back to the kinds of toys we play with. Girls are taught to be passive and strive for beauty by playing with princesses and putting on makeup. Boys are encouraged to be more active or even aggressive with trucks, toys guns and action figures; building, fighting and even dominating are emphasized. A recent analysis of Lego sets demonstrates this dichotomy in what they emphasize for boys – building expertise and skilled professions – compared with girls – caring for others, socializing and being pretty. Thus, girls spend their childhoods practicing how to be pretty and care for another person, while boys practice getting what they want.

This results in a sexual double standard in which men are the powerful actors and women are subordinate. And even in cases of sexual assault, research has shown people will put more blame on a female rape victim if she does something that violates a traditional gender role, such as cheating on her husband – which is more accepted for men than for women.

A 2016 study found that adolescent men who subscribe to traditional masculine gender norms are more likely to engage in dating violence, such as sexual assault, physical or emotional abuse and stalking.

Mattel’s new line of dolls come with clothes for all genders. Mattel

Teaching gender tolerance

Mattel’s gender-neutral dolls offer much-needed variety in kids’ toys, but children – as well as adults – also need to learn more tolerance of how others express gender differently than they do. And boys in particular need support in appreciating and practicing more traditional feminine traits, like communicating emotion or caring for someone else – skills that are required for any healthy relationship.

Gender neutrality represents the absence of gender – not the tolerance of different gender expression. If we emphasize only the former, I believe femininity and the people who express it will remain devalued.

So consider doing something gender-nonconforming with your children’s existing dolls, such as having Barbie win a wrestling championship or giving Ken a tutu. And encourage the boys in your life to play with them too.

Megan K. Maas is a Assistant Professor of Human Development and Family Studies, Michigan State University

THIS ARTICLE WAS ORIGINALLY PUBLISHED ON THE CONVERSATION

Why Hip-Hop Belongs in Today’s Classrooms

When Cassie Crim, a high school math teacher in Joliet, Illinois, introduced herself to her advanced algebra students in 2017, she did it through a rap video.

Using a rendition of Cardi B’s “Bodack Yellow,” renamed “Codack Yellow,” Crim referenced math terms and laid down classroom expecations:

“These exponents, these is ratios, these is power rules Algebra and a lil’ trig, I don’t wanna choose And I’m quick to take a couple (points) off so don’t get comfortable”

With rap music continuing to rule as America’s most popular music genre for a second straight year in 2019, according to Nielsen Music’s annual report, it makes sense for educators to use rap music to reach students who might otherwise not find a subject relevant. And Crim is by no means the only teacher who is doing just that.

In Pasadena, California, Manuel Rustin, a social studies teacher at John Muir High School, uses rap songs to get students to make meaning of current events and history through a course entitled “Urban Culture and Society.”

At Detroit’s Frederick Douglass Academy, Quan Neloms has students search the lyrics of their favorite rap songs for “college-level vocabulary and references to key events and concepts from American history.”

Collectively, the three teachers represent part of a new generation of educators who embrace a form of teaching known as Hip Hop Pedagogy. It’s a form of teaching that takes the most popular genre of music in the U.S. and uses it to foster success in the classroom.

But is it paying off?

As one who has taught Hip Hop Pedagogy courses to K-12 teachers and instructors in higher ed for the last 10 years, I believe hip-hop has the potential to connect students to important subjects they might otherwise dismiss. But it all depends how it is done.

In my Hip Hop Pedagogy courses, K-12 teachers and college instructors learn how to tap into the richness of hip-hop culture to engage students in topics that range from Shakespeare to neuroscience. But I also stress the need to be authentic – in other words, don’t lie about where you are from – and steer clear of gimmicky hip-hop instructional strategies, such as parroting hip-hop lingo out of context, or showing a random rap video that has nothing to do with the course subject.

Hip-hop through the years

Hip-hop scholar Marc Lamont Hill. Wikimedia Commons

Hip-hop in America’s classrooms is not new. For the past decade or two, scholars such as Marc Lamont Hill, Chris Emdin and Jeff Duncan-Andrade have explored the impact and effectiveness of hip-hop in educational settings.

Collectively, their research has found that hip-hop can be used to teach critical thinking skills, critical literacy, media literacy skills, STEM skills, critical consciousness and more.

Hip-hop has made significant inroads into higher education as well.

Hip-hop in higher ed

Hip-hop academic scholarship goes back at least as far as Tricia Rose’s groundbreaking 1994 book, “Black Noise: Rap Music and Black Culture in Contemporary America.” Since then, numerous hip-hop education books have been written. More than 300 colleges and universities have offered courses on hip-hop. The University of Arizona offers a minor in Hip Hop Studies, and McNally Smith College in Saint Paul, Minnesota, offers a hip-hop diploma, which includes 45 credits and three semesters of hip-hop music production, language and history courses.

These developments are no light feat. In order for hip-hop to reach the level of prevalence that it enjoys on today’s educational landscape – at least 150 educators at the K-12 level were using hip-hop in their class in 2011, the last time a hip-hop education “census” took place – it had to overcome the skepticism of critics who questioned its validity in educational spaces. How would hip-hop explain its controversial history of glorifying violence, consumption and misogyny? Is hip-hop music appropriate for classrooms?

But hip-hop, despite what some may view as its flaws, is a mirror of the complexity of society. Hip-hop did not invent violence, excessive consumerism and mistreatment of women. What it does is provide a platform to talk about these issues.

Breaking it down

That’s what Rustin, the social studies teacher in Pasadena, did when he used rapper Childish Gambino’s provocative video “This is America” to get students to critically analyze the state of affairs in American society. As one student stated in an article about watching the video in class, “It relies on the shock value of violence and capitalizes on our society’s growing numbness to seeing black bodies being brutalized – it’s exploitative.”

Drawing conclusions from hip-hop lyrics requires a certain level of critical analysis, one of the course expectations. Thus, in line with state education standards, Rustin’s course requires college-level writing, reading and critical thinking. Alums of Rustin’s class have indicated that discussions in the class not only increased their critical thinking skills but prepared them for college courses.

Other teachers who use hip-hop in the classroom have achieved similar results. For instance, Crim, the Joliet math teacher, said she noticed improved student engagement after her video, as well as “an increase in performance from one unit test to the next.”

Neloms, the Detroit educator who had his student search rap songs for college level vocabulary, did so after only 33 percent of his students passed a vocabulary exam. After he introduced his class to Rhymes with Reason, an “interactive online series that teaches college-level vocabulary and U.S. history concepts using hip-hop lyrics” rooted in African American speech, Neloms documented a “dramatic increase” in his students’ test scores.

I think similar results could be achieved by more teachers if they tap into the richness of hip-hop culture to reach today’s students. Many students are already forming their views of society and the world based on the lyrics of their favorite rap artists. It only makes sense to infuse what they’re already listening to into the class so that – at the very least – there’s a common point of reference.

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Nolan Jones is a associate Adjunct Professor, Mills College.

THIS ARTICLE WAS ORIGINALLY PUBLISHED ON THE CONVERSATION