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Untitled 1 ECHL213 Background and Assignment Guide S XXXXXXXXXX Points to consider ECHL213 is fully online and requires independent study. For many students the approach allows for the unit to be...

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ECHL213 Background and Assignment Guide S XXXXXXXXXX

Points to consider
ECHL213 is fully online and requires independent study. For many students the
approach allows for the unit to be completed at their own pace and from the location
of their choosing. You do not need to be in Sydney to complete the unit.
The requirement for independent study, high weighting on essays for assessment
and the short timeframe of S3 can be a problem for students who:
• Need a weekly structure to keep on task;
• Have difficulties with essay writing;
• Will have difficulties with internet access over the December-January period;
• Are seeking factual content rather than evaluation of arguments and research-
ased evidence;
• Have difficulty searching for and accessing journal articles through the
Macquarie University Li
ary.
The
ief duration of S3 means it is difficult to acquire skills e.g. by attending an
essay writing workshop, before each assessment is due. It also means there is
limited opportunity to benefit from feedback for other ECHL213 assignments. You
will need to start working on Essay 2 well before you receive feedback on Essay 1,
for example.
If you believe you may struggle with the content/assessment of ECHL213, you are
advised to seek academic advice from your department of enrolment and find a more
suitable S3 option.
Background Details and Definitions
The name of this unit can lead to confusion. Some students expect to learn about
visual images of children. In ECHL213, a
oader approach to ‘images’ is taken.
Consistent with academic use of ‘images of childhood’ ECHL213 provides an
opportunity to consider how ideas, opinions of others and theories about children
have an impact on opportunities for children. For example, if the image of children is
one that involves innocence and vulnerability, then those who hold that image are
likely to endorse policies and institutions that have a focus on protecting children.
The definition of children is anyone between birth and less than 18 years of age.
Support and Online Messages
Some of the best support comes from the student community. Please feel free to
engage in open discussion on the iLearn site. It is important to remember that some
students are close to completion of their degrees and others are in their first year.
There is also a wide range of discipline backgrounds – we have almost every Faculty
epresented in ECHL213. This is a great opportunity to learn from each other.
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It’s important that discussions on iLearn are respectful. If you start a conversation,
choose an appropriate subject line so the conversation topic is clear to others. This
helps e.g. when people are deciding what to read or searching for information they
saw in a post. Avoid responding with an unrelated issue. Start a new conversation if
you are seeking to discuss a new issue. Remember that stress can be contagious.
Messages with subjects such as ‘HELP’ (or anything else in caps lock) can be
annoying to others in the group and messages about the stresses of study can help
the author, but are not helpful to the group.
We are unable to read essay drafts but Shirley Wyver will look at lists of references
sent to her through dialogue no later than 10 December. If you would prefer to
discuss rather than co
espond by dialogue, send a message (via dialogue) to
Shirley Wyver to organise a time for a phone or face-to-face discussion.
Assignment submission and return of grades
• The quiz will be submitted online through iLearn.
• Essays will be submitted through Turnitin (available on iLearn).
• Grades will be awarded rather than marks.
• Resubmission of assignments is not available.
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Assessment overview
Quiz 1 (practice open no later than quiz 9 Dec, actual quiz 14 Dec)
Please note that the unit guide
https:
unitguides.mq.edu.au/unit_offerings/103760/unit_guide refers to 2 readings. A
decision was made to reduce this to one reading as the reading is quite lengthy. The
eading is ‘The Convention on the Rights of the Child at a Crossroads’. A PDF is
available from iLearn. Make sure you use the iLearn version to ensure you have the
co
ect version. The quiz includes 20 multiple choice items. Ensure you you’re your
quiz available during the quiz as reference material.
The practice quiz is optional and will not attract marks.
Essays
Essay 1 (Due 20 December – 5pm Australian Eastern Standard Time)
Essay Topic: Gender stereotypes and media.
This essay is about how children form images of their own gender. There are many
influences on children’s formation of stereotypical images of gender. In this essay,
you will focus on media influences. Media includes films, television, advertisements,
internet content, gaming. There are many images that are potentially influenced by
media. These include: body type, attractiveness, behaviour, emotional expression,
strength/frailty, interests and ho
ies. To manage the essay, focus on one or two of
these stereotypical images.
Essay question: Does media contribute to children’s formation of stereotypical
images of their own gender?
Your argument should be based on evidence from at least 10 journal articles or book
chapters. At least 5 of these need to be empirical studies examining media and the
development of children’s stereotypical images of gender. Other references may be
eviews or examinations of relevant theory.
Recommended references (you are not required to use these references in your
essay):
Coyne, S. M., Linder, J. R., Rasmussen, E. E., Nelson, D. A., & Birkbeck, V. (2016).
Pretty as a princess: Longitudinal effects of engagement with Disney
princesses on gender stereotypes, body esteem, and prosocial behavior in
children. Child development, 87(6), XXXXXXXXXX.
Kirsch, A. C., & Murnen, S. K. (2015). “Hot” girls and “cool dudes”: Examining the
prevalence of the heterosexual script in American children’s television
media. Psychology of Popular Media Culture, 4(1), 18.
Martin, R XXXXXXXXXXGender and emotion stereotypes in children’s television. Journal of
Broadcasting & Electronic Media, 61(3), XXXXXXXXXX.
https:
unitguides.mq.edu.au/unit_offerings/103760/unit_guide
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Essay 2 (Due 20 January – 5pm Australian Eastern Standard Time)
Essay Topic: Images of obesity in children.
To maintain your pace in ECHL213, you should start your second essay before you
eceive feedback from your first essay. We cannot guarantee you will receive your
first essay grade and comments before submitting your second essay. Even if you
do receive the marks before, it will be too late for you to use the feedback for major
changes to your work.
Essay question: Are there any negative images of children who are obese? Support
your case with cu
ent evidence.
Note, this appears to be a yes/no question, but it is fine to conclude that the findings
are mixed if that’s your reading of the research. Or you could also identify that some
groups hold stronge
different negative images compared to other groups. Try to
develop an argument that allows you to critically engage with a cohesive set of
studies.
Recommended references (you are not required to use these references in your
essay):
Ha
iger, J., Trammell, J., Wick, M., & Luedke, M XXXXXXXXXXGender and age
differences in pre‐schoolers’ weight bias beliefs and behavioural
intentions. British Journal of Developmental Psychology.
Lydecker, J. A., O’Brien, E., & Grilo, C. M XXXXXXXXXXParents have both implicit and
explicit biases against children with obesity. Journal of Behavioral
Medicine, 41(6), XXXXXXXXXX.
Pont, S. J., Puhl, R., Cook, S. R., & Slusser, W XXXXXXXXXXStigma experienced by
children and adolescents with obesity. Pediatrics, 140(6), e XXXXXXXXXX.
Marking Criteria (both essays)
1. The referencing style used is stated in your assignment file name. The
eferencing style selected is used consistently and co
ectly.
2. The essay includes a clear introduction and conclusion.
3. At least 10 high quality references have been included. The references are
from high quality journals or edited books. The recommended references can
e included in the 10 references.
4. It is clear that all references in the reference list
ibliography have been read
in detail and used effectively in the essay.
5. There is an attempt to integrate the ideas from the references used rather
than just listing the different points made.
6. There is evidence of critical evaluation.
7. Spelling and grammar have been checked and are acceptable.
5

8. The essay is entirely in the author’s own words. *There are no quotes.
9. Evidence is used to support all points made.
10. The argument developed is coherent/logical.
11. It is clear that the essay topic has been addressed throughout. There are no
sections of the essay that are off-topic.
*Each year questions are asked about this requirement. It isn’t a mistake. You need to
explain in your own words so we can understand what you know.
Additional Points
You will submit your essays through Turnitin. You can submit your essay ahead of
time to check the Turnitin report. So that we can determine which essays are final
submissions and which ones are submitted for checking, please put Draft as the first
word in your filename if the submission is to check the Turnitin report and Final if it is
your final submission. That will help us get ahead with marking as we will know we
can mark any ‘Final’ documents.
Use a referencing style that you are familiar with e.g. if you have mainly used
Harvard for other units, then use Harvard for your essays. Ensure you include the
name of the referencing system in your assignment file name
Answered Same DayDec 09, 2021ECHL213Macquaire University

Solution

Dilpreet answered on Dec 22 2021
51 Votes
GENDER STEREOTYPES AND MEDIA
Table of contents
Introduction    3
Influence of media on perception of body type among children    3
Influence of media on interest and ho
ies of children based on gender stereotypes    5
Conclusion    6
References    7
Introduction
In the recent times it has been observed that most of the children form stereotypical images of gender. There are many factors which contribute significantly towards development of the children’s mind regarding the stereotypical gender images. Some of the most important factors influencing the children are the environment of the society they live in, the environment of the school they go to and most importantly the media including films, televisions, gaming, advertisements and internet content (Matthes, Prieler & Adam, 2016). In today’s scenario children are subject to various social and cultural environments that influence children to develop gender stereotypes regarding the types of clothes, toys, television serials, films, books and friends as well as families. Media contributes significantly in communicating the message, what is appropriate for girls and boys. The influence of media on the mental development of children regarding their own gender has both positive as well as negative impacts on the growth of children. In the opinion of Endendijk et al. (2017) gender stereotypes may create gender discrimination.
Influence of media on perception of body type among children
Children’s perception of their own body has been identified as a multidimensional construct representing their feelings, behaviour and thinking. The perception of the body children develop makes them either satisfied or dissatisfied with their physical attributes. Media has influenced children to a great extent to develop images or perceptions of their own body. These influences are identified to be both positive as well as negative. As children see their favorite characters in films, advertisements or television serials they tend to develop stereotypes about their own bodies as well as about the bodies of their opposite sex (Oberst et al., 2016). Children start to wo
y about their body appearance such as their complexion, their body weight etc. All these factors influence the self confidence of children and also have a direct impact on their mentality regarding their self-worth. As mentioned by Grau and Zotos (2016) advertisements play a significant role in portraying the physical traits of men and women influencing stereotypes.
Media influences the young children to develop attitude themselves as well as others based on the structure of their body. Development of a positive perception among children regarding their body may lead to high self-confidence and self-esteem while development of negative image may lead to lower self-esteem and risky behaviours among children. The characters in the movies and televisions are like a benchmark of attractiveness and body shape for children and they strive to have a body like that so they can be more attractive and be appreciated by others. Failing to achieve their desired body shape and type may create a sense of dissatisfaction among children leading to feeling of inferiority among them. Children also tend to develop their opinion not about their own body type but also of their friends and other people around them in their society. For example, since their favorite film star has a slim body and fair color they might think that people with such appearance are attractive and thus more appreciated by the society. As opined by Ellemers (2018) children rely on stereotypical images to evaluate others.
Developing an opinion of a stereotype about certain physical attributes alter the behaviour of children considerably. They might develop likes and dislikes towards people with specific body traits therefore leading the young children to behave in a biased manner. Media creates stereotypes such as girls are physically weaker than boys therefore should not do much of physical work; girls with fair complexion and slim body are more attractive etc. Such stereotypes affect the children’s thinking in terms of the cultural expectations or the expectations of the society from boys and girls. The masculine or feminine appearances of the film stars or TV characters influence personality traits such as being
ave and strong or beautiful and meek. They might also think themselves as superior while others as inferior based on the physical appearances, which may lead to the feeling of prejudices. As stated by Murnen et al. (2016) perception of physical appearance based on gender stereotypes also influences the roles which these children may play in the society as grown up males and females.
These perceptions and stereotypes that children develop during their early childhood is ca
ied throughout their life and then based on these perceptions they are likely to be either happy or sad in their relationships or job prospects affecting their emotional expressions with their partners or people around them in the society. Children abso
a lot from media and take ideas regarding how should they behave, what should they become etc. false assumptions in this case may lead to unexpected and harmful conclusions. Watching the stereotypical media content regarding gender and body shapes and types can affect children’s decision while choosing their career path, realizing their self-worth, entering into relationships and ability to achieve their full potential. Children cannot be asked to stop watching movies or following internet content rather they should be trained to look at the media with a wise and critical eye.
Influence of media on interest and ho
ies of children based on gender stereotypes
Media is one of the most important factors in influencing the decisions made by children regarding their choice or career, their interests and their ho
ies. Gender stereotypes reflect the choices of children, when it comes to the tasks they perform or the interests or ho
ies they want to pursue (Mulvey & Killen, 2015). Masculine characters in television and films influence the boys to pursue ho
ies or interests, which are related to physical work because it represents strength while girls are more interested in ho
ies, which represent warmth and care for others. Male children tend to develop overconfidence and action tendencies by seeing their super heroes perform exceptional tasks on the screens. This influences them to make risky choices in when it comes to their ho
ies or interests. Female children on the other hand follow their feminine ideals and develop ho
ies, which represent feminist behaviour. These gender stereotypes not only influence the choice of ho
ies but also influence the ca
ier interests. The outcomes of various surveys have reflected that gender stereotypes have defined a clear boundary in occupational roles (Cundiff & vescio, 2016). Career interests such as military and police are dominated by men and female children when they grow up tend to chose career...
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