Participant in Davis's "doll test" experiment. Tags: children/youth, psychology/social psychology, race/ethnicity, ideal beauty, internalized racism, representation, self-esteem, self-image, social experiment, socialization, 06 to 10 mins Year: 2005 Length: 7:15 Access: YouTube Summary: In this youth-directed short documentary film produced by Reel Works Teen Filmmaking, director Kiri Davis interviews other young African American women to gain insight about their experiences with race, racism, and beauty standards, particularly as they relate to skin color, hair, and facial features. Davis also re-conducts Dr. Kenneth Clark's famous “doll test” from the 1940s, which was used in the historic desegregation case of Brown v. Board of Education (1954) to show the psychological effects of segregation on black children. Davis's recreation of this experiment shows that, sadly, despite being conducted 60 years later, the results of the experiment are strikingly similar to the original. That is, 15 of the 21 black children in Davis's experiment are shown to prefer the white doll, often describing the white doll as "nice" and the black doll as "bad." A Girl Like Me can be used to teach numerous concepts, including various theories related to the self (e.g., self-image, self-esteem), internalized racism, and socialization. Click here for another clip on The Sociological Cinema that re-creates a version of this doll experiment in order to illustrate children's racial bias. Submitted By: Valerie Chepp
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Tags: children/youth, gender, marketing/brands, organizations/occupations/work, science/technology, adulthood socialization, 00 to 05 mins Year: 2012 Length: 0:52 Access: YouTube Summary: This video was published by the European Commission for a campaign designed to attract more women to a career in science. The commission said that the video had to "speak their language to get their attention" and that it was intended to be "fun, catchy" and strike a chord with young people. The original video was taken down after it received so many negative comments. This tactic, however, of flashing a few pink gimmicks in an effort to get girls interested in (or purchase products related to) traditionally masculine activities is nothing new; instructors can point to numerous examples including the marketing of video games and computer technology (both the hardware and software). This clip would be useful for illustrating to students the ways in which gender socialization, often discussed in the classroom in the context of pink and blue toys for children, carries into adulthood in very obvious ways (e.g., Dell's short-lived Della computers). However, instructors might ask students to name some less obvious ways that gender socialization in adulthood takes place. Further, instructors might take a counterposition in an effort to spark classroom discussion, for example, posing the question: What's the harm of using a little pink and slick sexuality to get women involved in science? If successful, wouldn't this be a feminist victory in that more women would move into an occupational field currently dominated by men? Submitted By: Anonymous Tags: capitalism, children/youth, commodification, consumption/consumerism, crime/law/deviance, gender, globalization, sex/sexuality, human trafficking, prostitution, sex trafficking, slavery, subtitles/CC, 00 to 05 mins Year: 2012 Length: 1:40 Access: YouTube Summary: This short clip is a PSA from Stop The Traffik (STT), an international charity focused on ending human trafficking. The clip was shot in the famous De Wallen red-light district in Amsterdam and features six women dancing in a typical brothel. Their performance captivates, and a crowd of men soon gathers in the street to watch. The performance abruptly ends and an electronic billboard overhead reads, "Every year, thousands of women are promised a dance career in Western Europe. Sadly, they end up here." Many people are aware of the connection between human trafficking and sexual exploitation, and indeed the Netherlands is listed by the United Nations Office on Drugs and Crime as a primary country of destination for victims of human trafficking. The reality is people are trafficked for a number of reasons, not all having to do with sexual slavery. STT defines human trafficking as the act of deceiving or taking people against their will, to be bought, sold and transported into slavery for sexual exploitation, to be used in sweat shops, circuses, in sacrificial worship, forced begging, or to be used as child brides, farm laborers, unwilling human organ donors, and as domestic servants. Human trafficking appears to be growing, and according to STT, 2 to 4 million men, women and children are trafficked across borders and within their own country every year. More than one person is trafficked across borders every minute, which is equivalent to ten jumbo jets every day. The clip does well to capture viewers' attention and might be an effective foray into what must be a much deeper discussion about trafficking. One can approach the issue in terms of globalization by considering the global flows of trafficked humans from less developed countries to more developed countries. To what extent is human trafficking explained by the conditions of the global economy, where a steady supply of children are sold by people in the global south, who face extreme poverty, in order to meet the demands of those in the global north, who have more than enough? This video would work well in tandem with another clip on The Sociological Cinema, which explores the biography of a young woman who was forced into prostitution in the United States. Submitted By: Lester Andrist Tags: children/youth, class, education, inequality, race/ethnicity, subtitles/CC, 21 to 60 mins Year: 2010 Length: 26:54 Access: ERASE Racism Summary: ERASE Racism’s documentary, A Tale of Two Schools: Race and Education on Long Island, follows David and Owen, two African American teenagers during their senior year of high school. Even though the students have a lot in common, they go to very different schools. This documentary does a great job of concisely spotlighting the differences and the results of structural educational disparities. Through this film, students will see how race and class are large determining factors in how public schools are funded and what that means for the students who attend those schools. This video would pair well with a Jonathan Kozol reading or "Why Segregation Matters" by Gary Orfield and Chungmei Lee. Check out ERASE Racism's website for additional resources related to the film. Note: the available subtitles are in Spanish. Submitted By: Kendra Barber Tags: children/youth, education, media, science/technology, social problems, subtitles/CC, 61+ mins Year: 2009 Length: 90:00 Access: Frontline Summary: This PBS special challenges the advertising image of technology as always "progress" or a "solution" to contemporary problems. Instead, this series of short topics highlights how technology has actually created a whole host of its own social problems related to digital over-saturation. This video is paired well with Kenneth Gergen's "The Saturated Self," or other readings that deal with how technology has changed our daily lives in very powerful ways. It can also be used to encourage students to disconnect when reading or writing for classes in that the video presents research that indicates that multitasking makes us dumber. I have found that students have strong (often defensive) reactions to this video, so I also make time for classroom discussion, or I assign a reaction paper. Submitted By: Michelle Smirnova Tags: bodies, children/youth, inequality, prejudice/discrimination, race/ethnicity, implicit bias, interracial friendship, 06 to 10 mins Year: 2012 Length: 9:28 Access: CNN Summary: This Anderson Cooper clip examines children's views on race and interracial friendships. It shows how researchers viewed children (6-year olds and 13-year olds) ambiguous pictures of children with different colored skin, and asked them about what was happening in the pictures, if the children were friends, and if their parents would want them to be friends. It showed that both sets of children had clear understandings about race and that, at least the 13-year olds, had clearly experienced racist views from their families and their friends' families. Among the 6-year olds, young white children were more negative about interactions between children of different races and were far more likely to think black and white children would not be friends. The researcher discusses these experiences as part of an implicit bias, in which people are placed into stereotypes categories based on previous interactions and messages. See also this video of an experimental study showing children's racial bias, this video showing why racial diversity matters in forming view on race, and this video on the children's views on interracial friendships (all from Anderson Cooper). Submitted By: Paul Dean Tags: bodies, children/youth, crime/law/deviance, gender, sex/sexuality, violence, human trafficking, prostitution, rape, sex trafficking, sexual violence, violence against women, 00 to 05 mins Year: 2012 Length: 4:30 Access: New York Times Summary: In this Op-Ed Video, Pulitzer-prize winning columnist Nicholas Kristof interviews a survivor of childhood sex trafficking in Manhattan (see accompanying article). The woman was forced into prostitution at age 16, and at age 19, she was able to escape her pimp and gain her freedom. In the video, the woman describes how, as an emotionally and economically vulnerable teenager, she was tricked by an older man into a relationship and then forced into prostitution. Her pimp threatened her with violence, and she was sold from one pimp to another, and forced to have sex for money in New York and other cities along the East Coast. The video discusses how pimps recruit their girls and the role of websites like backpage.com in facilitating sex trafficking. Backpage (owned by Village Voice Media) features girls as young as 14 (although they are advertised as being at least 18) years old, makes $22 million/yr from its adult ads, and is now the "premier website for human trafficking in the United States." Many viewers may assume that victims sex trafficked in the US come from other countries, but in fact, the majority of sex trafficking victims in the US are domestic victims. Viewers may reflect on the role of the pimp in this process, and why pimps are often glorified in American popular culture. Submitted By: Paul Dean Tags: children/youth, crime/law/deviance, discourse/language, emotion/desire, lgbtq, sex/sexuality, bi-curiousity, conversion therapy, 21 to 60 mins Year: 2007 Length: 21:26 Access: southparkstudios.com Summary: [Trigger warning: Not all instructors will feel comfortable screening an episode of South Park in the classroom, a show that is notorious for its "crude language and dark, surreal humor" on a wide range of often taboo topics. This episode is no exception. Specifically, instructors might be uncomfortable with this episode's treatment of youth suicide, violence, sex, sexual consent, and cultural/ethnic insensitivity.] In this South Park episode (season 11, episode two), South Park Elementary School student Cartman takes a photo of his own penis in his friend Butters's mouth while Butters is sleeping. Afterwards, Cartman tells his friends about what he did in order to ridicule Butters. However, Cartman didn't count one thing: this behavior is interpreted as a homosexual act and his friends start calling him "gay." Hoping to prove that he's not gay, Cartman believes he must convince Butters to reciprocate the act. Just as Cartman is about to carry out his plan in front of a blindfolded and unknowing Butters, Butters's father walks into the bedroom. Concerned that his little boy is bisexual, his father takes Butters to the priest, who diagnoses Butters as "confused" and suggests Butters attend a bi-curious boy's camp to heal Butters from this "disease." This video can be used as an example of how bisexual people are perceived as being confused about their sexual identity. As Ryle (2012) writes in Questioning Gender: A Sociological Exploration: "Bisexuals can receive negative reactions from both homosexuals and heterosexuals." She cites Ault's (1996) work that showed how some lesbian feminists "insist that there is no such thing as bisexuality. Bisexuals are either confused lesbians or heterosexuals who are experimenting" (201). The clip can also be used to initiate a discussion about cultural definitions of sexual orientation: Is it about behavior? Desire? Identity? Finally, the episode offers a framework for talking about sexuality as a choice or innate, and illustrates the ways in which heterosexuality gets defined as "normal" through a discourse of shame, guilt, and "fixing" or "curing" anything that deviates from a cultural heterosexual norm. Submitted By: Nihal Celik Tags: children/youth, gender, lgbtq, social construction, social mvmts/social change/resistance, masculinity, parenting, childhood socialization, 06 to 10 mins Year: 2011 Length: 6:07 Access: abcNews Summary: Dyson is a 5-year-old boy who loves to wear dresses. In this video, Dyson's mother explains Dyson's love for this culturally feminine attire, reactions of friends and teachers to Dyson's wardrobe, and how Dyson's love for dresses led her to write the children's book My Princess Boy and become a spokesperson for transgender tolerance. This video can be used to illustrate various aspects of gender identity development, and it can initiate discussions around "nature versus nurture," specifically whether gender is an innate phenomenon or a social construction. Dyson's mother also runs a blog by the same name as her book, which provides additional resources, including information about Acceptance Play Groups. See also The Sociological Cinema's post, "Policing the Parenting of Boys," which discusses the recent high profile J.Crew advertisement depicting a mother with her young son and his pink toenail polish. Submitted By: Nihal Celik Tags: children/youth, consumption/consumerism, gender, marketing/brands, commercial, feminism, sexism, toys, 00 to 05 mins Year: 2012 Length: 5:56 Access: YouTube Summary: This video examines and challenges gender stereotypes used in LEGO advertising. It was created in response to LEGO's release of a stereotypical gendered line of toys aimed at girls, and 10+ years of boy-geared advertising that led to LEGO losing their girl audience in the first place. The video's creators, SPARK, promotes grassroots mobilization around issues of female sexualization, and started a petition to ask LEGO to commit to better gender equity in its marketing practices and toy creation. The video documents changes in LEGO's advertising, explains the basic premise of the LEGO petition (which is highly critical of gendered advertising like that seen in the graphic here), seeks to give voice to some of the young girls LEGO missed in their targeted marketing, and discusses where SPARK and PBG (a partner organization, Powered by Girl) want to see LEGO go in the future. Viewers may be encouraged to reflect on how LEGO's use of gender advertising changed over time and what might explain these changes? Why does the video's creator see gender stereotyping as a problem in advertising? How can this be considered a social problem, and how do its creators promote change in addressing the problem? This can also be paired with other examples of gender in television in commercials (e.g. see here and here). Submitted By: Bailey Shoemaker Richards, Sparksummit.com |
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