Definitions of key terms:
• Media is a group including TV networks, radio stations, newspaper, and movie studios that produce and reinforce widely held stereotypes of different sexes.
• Severely lessen means putting less stereotypical contents in the media.
• Superhero is someone with super ability, which is beyond what ordinary human possesses.
• Stereotype is an assumption of behaviors and traits that distinguishes certain group of people such as, males from females.
Preview of contentions (roadmap): First, we will talk how today’s media limit superheroes context into two categories: “slacker” and “macho.” Second, we will discuss how media is pervasive and influential in reinforcing stereotypical gender behaviors and characteristics. Lastly, we will provide a solution to lessen stereotypical contents in superheroes stories through the media.
Contention one: PROBLEM
I. Claim: The media glorifies “slacking off” or being “slackers” as common and acceptable when boys cannot win or dominate all the time (Packaging Boyhood, 2009).
A. Evidence (grounds): According to National Center of Educational Statistics, boys are more likely to fall behind girls in educational achievement (2009). They are more likely to be suspended, expelled, and in need of special education (Sage Journals, 2010).
1. Reasoning: The media expects boys to succeed in everything except in school by knowing how to win the game through physical aggression, not through studying hard (Packaging Boyhood, 2009). They are promised to be wealthy and successful when they are the “top dog” or know how to “play” people around (Packaging Boyhood, 2009).
B. Evidence: According to Deseret News, women outperformed men in earning both bachelor’s degree and master’s degree (2012). Females’ graduation rate is 56.4%, and 50.1% for males in The U.S. (Deseret News, 2012).
1. Reasoning: Sitting in a classroom too long to listen to teachers’ lectures is seemed to be more of a “feminine” activity for girls. Boys are not expected to excel in education as much as girls (Sage Journals, 2010).
II. Claim: Today’s superheroes emphasize competition, domination, and possession of wealth (WebMD Health News, 2010) and appealing physical appearances (Student Pulse, 2010).
A. Evidence: According to the consulting firm, Packaged Facts, teenagers between the ages 12-17 in The U.S. have spent more than $200 billion in products (2011).
1. Reasoning: Today’s superhero image shows masculinity through dominating others and having abundance of material possessions (WebMD Health News, 2010). Boys show their powers through their ways of spending money in buying the latest “cool” and innovative gadgets (Packaging Boyhood, 2009). As shown in today’s superheroes context, Batman is infamously surrounded with hot girls and expensive cars, and Iron Man with his latest gadgets and contemporary house on the hills.
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
We are currently living in the Golden Age of Superheroes. They dominate our cultural life, and have become seemingly permanent fixtures in modern media. Since X-Men burst onto the screen fifteen years ago, we have witnessed the release of over forty superhero movies. By 2020 we will have seen the release of more than twenty-five more. Today, the much anticipated film Superman vs. Batman has come to theaters. Though a plethora of superhero movies have been released, it is to the dissatisfaction of many, having long been exhausted by the stories of the Hulk, Batman, and Spider-man. Although I must agree that it is quite easy to get bored with the constant action, and flashing colors of these films, if one looks deep enough into the story they will discover universal themes and metaphors. Though they may be fighting off alien invasions, these heroes are also battling with their personal challenges, challenges which we can
In the article The Problem with Female Superheroes, journalist Cindi May discusses the findings from a research conducted by Hillary Pennell and Elizabeth Behm-Morawitz. This study demonstrated the negative effects of the hypersexualisation of female characters on women. The effects included reinforcing traditional views on gender roles, increasing negative views of
Hughes, Jamie A. "Who Watches the Watchmen?: Ideology and 'Real World' Superheroes." Journal of Popular Culture39.4 (2006): 546-557. SPORTDiscus with Full Text. EBSCO. Web. 25 Feb. 2010
Do humans let their gender define their capability to learn? In the “The Gender Gap at School,” David Brooks talks about how “Male reading rates are falling three times as fast as among young women’s” (Brooks 391), because teachers are not providing equal reading interest in both genders. However, gender does not play a role in males capability to succeed in their education for reading. “The problem with gender is that it prescribes how we should be, rather than recognizing how we are” (Adichie).
The sports culture produces some of the most revered and idolized figures in American society. Athletic achievements are glorified and the achievers are often elevated to an extraordinary, super-human status. The rewards, praise, honor, power, and privilege that come from exhibited athletic talent and ability can be enticing as well as addicting. Heroes emerge in our society when a line is crossed in record time, an unfathomable amount of points are scored, or beautifully placed, even lucky shots result in game-winning goals. For many athletes their sport defines them. They have participated in a sport their entire lives, modeled the moves and strategies of their predecessors in practice after practice, devoted to becoming the star that they dream of. For many young boys especially, sports are a way to gain acceptance within a peer group, identify with the male sex, and establish relationships. It is a context wherein boys learn how to be boys, to be masculine, to achieve status within our success-driven culture (Messner, 1).
In the Washington post the essay “Why Schools Are Failing Our Boys” relates to the study of the “boy problem” Fink’s concern is that boys have a harder time in school causing them to drop out or not to go on to college. I agree with Fink’s concern because of the mistreatment of genders and the pressure put on students as a whole. Based on class readings it has been illustrated that throughout history boys felt as though school made them feel less masculine. From what I have personally seen in school, boys are constantly being told to “man up”. I feel as though boys are expected to act a certain way and all students are expected to conform to a certain type of learning. Fink’s truthful experience through her son is an accurate model on how
Taking on another approach to teaching boys and girls will be on the right track to improving behavior in children. According to The Goodman Research Group, “88% of students say they would repeat their experience, 83% say they are better prepared for college, and 13% intended t...
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The reality that boys are failing, especially through elementary, middle, and high school, strikes many as news. Richard Whitmire, author of Why Boys Fail, cites teachers’ experience that have noticed distinct differences between boys and girls. He presents multiple witnesses of boys’ and girls’ education, one of which is Kenneth Dragseth, the superintendent of schools in Edina, MN. In 2001, He noticed the disparity between the participation of girls and boys in education. He first noted the recipients of almost all academic achievements and scholarship awards were girls. Dragseth initiated specific research into the disparity between boys and girls, and discovered even more details. In a study, he further discovered that girls earned honors awards far more than men, while boys earned suspensions far more than ...
In our society, certain ideals are held in high regard. Individuals relentlessly pursue these ideals to achieve a perceived perfection. These principles are often depicted in media that further glorifies and establishes a desire to pursue these paragons. In a medium such as comic books, however, these standards and perceptions are heavily distorted by the characterizations and settings. Particularly, the superhero genre absorbs the ideals we strive towards and regurgitates them in an extreme and unrealistic manner. The superhero genre is often reflective of societal changes in ideas and morals. These ideals are then molded into misleading representations that influence the behaviors of viewers. Comic books absorb elements of our society and transform them. For example, as the enemies of America change, so do the enemies of our superheroes. However, the enemies are transformed into supervillains that are extremely dark and villainous. Such characterizations cloud people’s understanding of real threats and enemies affecting our society. Also, to cater to the value that American society places on intelligence, attractiveness, and physical strength, comic books create characters that epitomize these characteristics. Though the represent society’s ideals, these characters manipulate the ideas and convey them back to the audience in an unrecognizable manner. In developing such distorted representations, the superhero genre affects human behavior and perceptions of these ideals.
Bonomo, V. (2010). Gender matters in elementary education: Research-based strategies to meet the distinctive learning needs of boys and girls. Educational Horizons, 88(4), 257-264
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.