美国国家公共电台 NPR Sparkle Unicorns And Fart Ninjas: What Parents Can Do About Gendered Toys

 

RACHEL MARTIN, HOST:

For the next few minutes, we're going to talk about toys - not just for kids. We're going to explore whether what we play with as kids and how we play with those toys actually shapes who we become as adults. NPR's new parenting podcast, Life Kit¹ For Parents With Sesame Workshop, has taken a deep dive into the toy bin². It is hosted by NPR education reporters Cory Turner and Anya Kamenetz, and they join me now.

Hi, guys.

CORY TURNER, BYLINE³: Hey, Rachel.

ANYA KAMENETZ, BYLINE: Hi, Rachel.

MARTIN: Toys - we're talking about toys.

TURNER: (Laughter) We're going to talk about toys.

MARTIN: Talk about toys. I don't know. I've got a lot of opinions about the toys that my kids play with (laughter).

KAMENETZ: You do?

MARTIN: I do (laughter).

KAMENETZ: Good or bad?

MARTIN: I know you're not supposed to. Well, I just - you know, there are some things that they reach for - say, the thing that looks like a fake gun or a toy I might not think is appropriate - and I do a little cringe. So I'm...

KAMENETZ: Yep.

MARTIN: ...Hoping you're going to give me some answers here.

TURNER: Well, I have to be honest, Rachel. The toy gun angle is the reason I got interested in the subject, absolutely. My boys both wanted toy guns. And I wasn't really wild about the toy guns, and my wife wasn't either. And we...

MARTIN: Right.

TURNER: ...Were scratching our heads.

KAMENETZ: So Cory was like, let's do an episode about toy guns.

TURNER: (Laughter).

KAMENETZ: And was like, wait a second. I've got two girls. There's no guns in my house.

MARTIN: Right (laughter).

KAMENETZ: That's not even an issue. But I have a daughter who just started to dress herself. And all she wants to do is wear five tutus at the same time.

MARTIN: I mean, that's not necessarily a horrible thing. Right? Some girls really like princesses. And there are things that are magical and endearing about princess culture.

TURNER: Yeah.

KAMENETZ: Well, that's exactly right. So that was exactly the journey we went on because it was like - well, are we - is it just our personal taste? You know, where do we actually draw the line? And that's why we went to the toy fair in New York.

MARTIN: The toy fair in New York - OK.

TURNER: One of the biggest toy fairs in the world.

KAMENETZ: Yeah.

MARTIN: That sounds awesome⁴.

TURNER: Oh, it was pretty awesome. Here - let's take a listen, and you will hear the awesomeness⁵.

(SOUNDBITE OF MUSIC)

KAMENETZ: That is the Barbie gallery.

UNIDENTIFIED TOY COMPANY REPRESENTATIVE #1: We have our official 60th Anniversary Barbie.

UNIDENTIFIED TOY COMPANY REPRESENTATIVE #2: It's got a rotating barrel, and it's full auto⁶. So kids just load up the belt, power on and shoot away.

MARTIN: So what'd you learn here?

KAMENETZ: Toys, in some ways, have not changed in terms of how gendered they are. One researcher found, by looking through toy catalogs, that they are just as gendered - or even more gendered in some cases - than they were 50 years ago.

MARTIN: All right. So this problem isn't getting any better with time - clearly. What are the repercussions⁸ of this? What did you find out about what this means, how it affects us and our kids?

TURNER: That's what we wanted to know, too. We weren't sure where to go for answers. Luckily, though, we crossed paths with a gender⁷ studies professor at Monmouth University who studies this very question. Her name is Lisa Dinella.

LISA DINELLA: I actually study superheroes and princesses.

KAMENETZ: And Lisa started studying these pop culture characters because she was originally interested in how people choose careers.

TURNER: But she traced the origins of those choices all the way back to early childhood and to playtime.

KAMENETZ: And that's how she found that what our kids play with and how they play with it can be reflected in the people they grow up to be - for good and for not so good.

TURNER: So here is an example of the not so good. So a few years back, Lisa and her colleagues surveyed women in college.

DINELLA: Shockingly, we found that 33 percent of our undergraduate women in our sample said that they identified themselves as princesses.

TURNER: Now, that's not inherently bad. But these princesses, they also had a few other things in common, a kind of princess mindset.

KAMENETZ: They were more likely to say that they value their mate's physical attractiveness and earning power.

TURNER: And not only that...

DINELLA: They said that they were less likely to want to enter the workforce⁹ after college.

KAMENETZ: But here's the clincher. When all the women in the study were given a series of puzzles to measure their persistence¹⁰...

DINELLA: The princesses actually quit faster than the women that said that they were not princesses.

TURNER: Now, the study doesn't prove that little girls dressing¹¹ up like Snow White are all going to grow up to be passive and weak.

KAMENETZ: But it does hint that all this glossy¹² pink pretty, pretty princess stuff might be kind of like a poisoned apple.

ROSEMARIE TRUGLIO: It's OK for me to like pink things and pretty things and frilly things, but it shouldn't define what I will be in the future.

TURNER: That's Rosemarie Truglio. She's a developmental psychologist and senior VP of education and research at Sesame Workshop.

KAMENETZ: And she says it's not just toys. Books, movies, ads, apps, adults, even other kids - they're all sending powerful messages to children across the gender spectrum¹³ about who they're expected to be.

TURNER: Yeah. So in another of Lisa Dinella's studies, she asked preschoolers to describe themselves and to describe what they knew about princesses.

KAMENETZ: They gave the pretty typical idea of a girly girl who needs to be rescued.

(SOUNDBITE OF SONG, "SOME DAY MY PRINCE WILL COME")

ADRIANA CASELOTTI: (Singing) Someday my prince will come.

TURNER: But then the researchers showed the children video clips of more recent princess characters who are taking action and being more powerful.

(SOUNDBITE OF FILM, "ALADDIN")

LINDA LARKIN: (As Jasmine) How dare you - standing¹⁴ around deciding my future? I am not a prize to be won.

(SOUNDBITE OF FILM, "BRAVE")

KELLY MACDONALD: (As Merida) I am Merida. And I'll be shooting for my own hand.

(GASPING)

KAMENETZ: Afterwards, they asked all the kids the same questions again. And it turned out...

TURNER: Both the preschool girls and the boys described themselves as being more multi-dimensional.

DINELLA: They will say that I am strong, I am a leader. But they'll also say - I take care of people, and I share.

KAMENETZ: So what this small study is suggesting is that kids - no matter where they are on the gender spectrum, no matter how they identify - can benefit from spending time with characters who are more complex. As Rosemarie from Sesame puts it...

TRUGLIO: If you could see it, you could play it. And then one day, you could be it.

KAMENETZ: And that's the kind of transformation¹⁵ story we can all believe in.

MARTIN: OK. So there are some signs that things are changing. Bottom line, though - what all parents listening to this want to know is, what's the takeaway for parents?

KAMENETZ: You know, one of the main reframers for me was that, as parents, we really do have the power to help our kids expand their possibilities in play, and we should use that power.

TURNER: Yeah. And one of the things that I learned early on that really surprised me is when your child wants a toy that you're not wild about, very rarely does it help to just ban the toy (laughter)...

MARTIN: Right.

TURNER: ...You know, disappear it or...

MARTIN: It actually never works (laughter).

TURNER: Yeah.

MARTIN: Cory Turner and Anya Kamenetz - they are co-hosts of the new podcast Life Kit For Parents With Sesame Workshop. You can find that podcast at npr.org/lifekit or at applepodcasts.com/lifekit.

You guys, thank you so much.

KAMENETZ: Thank you so much, Rachel.

TURNER: Thank you, Rachel.

(SOUNDBITE OF ARMS AND SLEEPERS' "TETRO")

1 kit   

n.用具包，成套工具；随身携带物

参考例句：

• The kit consisted of about twenty cosmetic items.整套工具包括大约20种化妆用品。
• The captain wants to inspect your kit.船长想检查你的行装。

2 bin   

n.箱柜；vt.放入箱内；[计算机] DOS文件名:二进制目标文件

参考例句：

• He emptied several bags of rice into a bin.他把几袋米倒进大箱里。
• He threw the empty bottles in the bin.他把空瓶子扔进垃圾箱。

3 byline   

n.署名；v.署名

参考例句：

• His byline was absent as well.他的署名也不见了。
• We wish to thank the author of this article which carries no byline.我们要感谢这篇文章的那位没有署名的作者。

4 awesome   

adj.令人惊叹的，难得吓人的，很好的

参考例句：

• The church in Ireland has always exercised an awesome power.爱尔兰的教堂一直掌握着令人敬畏的权力。
• That new white convertible is totally awesome.那辆新的白色折篷汽车简直棒极了.

5 awesomeness   

可怕的

参考例句：

• Dominion and awesomeness are his who brings about harmony in his heavens. 权能和威严为他所有，他在高天缔造和平。 来自互联网
• There is no charge?for awesomeness, or attractiveness. 彪悍不求回报，迷人更无所需。 来自互联网

6 auto   

n.(=automobile)(口语)汽车

参考例句：

• Don't park your auto here.别把你的汽车停在这儿。
• The auto industry has brought many people to Detroit.汽车工业把许多人吸引到了底特律。

7 gender   

n.（生理上的）性，（名词、代词等的）性

参考例句：

• French differs from English in having gender for all nouns.法语不同于英语，所有的名词都有性。
• Women are sometimes denied opportunities solely because of their gender.妇女有时仅仅因为性别而无法获得种种机会。

8 repercussions   

n.后果，反响( repercussion的名词复数 )；余波

参考例句：

• The collapse of the company will have repercussions for the whole industry. 这家公司的垮台将会给整个行业造成间接的负面影响。
• Human acts have repercussions far beyond the frontiers of the human world. 人类行为所产生的影响远远超出人类世界的范围。 来自《简明英汉词典》

9 workforce   

n.劳动大军，劳动力

参考例句：

• A large part of the workforce is employed in agriculture.劳动人口中一大部分受雇于农业。
• A quarter of the local workforce is unemployed.本地劳动力中有四分之一失业。

10 persistence   

n.坚持，持续，存留

参考例句：

• The persistence of a cough in his daughter puzzled him.他女儿持续的咳嗽把他难住了。
• He achieved success through dogged persistence.他靠着坚持不懈取得了成功。

11 dressing   

n.(食物)调料；包扎伤口的用品，敷料

参考例句：

• Don't spend such a lot of time in dressing yourself.别花那么多时间来打扮自己。
• The children enjoy dressing up in mother's old clothes.孩子们喜欢穿上妈妈旧时的衣服玩。

12 glossy   

adj.平滑的；有光泽的

参考例句：

• I like these glossy spots.我喜欢这些闪闪发光的花点。
• She had glossy black hair.她长着乌黑发亮的头发。

13 spectrum   

n.谱，光谱，频谱；范围，幅度，系列

参考例句：

• This is a kind of atomic spectrum.这是一种原子光谱。
• We have known much of the constitution of the solar spectrum.关于太阳光谱的构成，我们已了解不少。

14 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

15 transformation   

n.变化；改造；转变

参考例句：

• Going to college brought about a dramatic transformation in her outlook.上大学使她的观念发生了巨大的变化。
• He was struggling to make the transformation from single man to responsible husband.他正在努力使自己由单身汉变为可靠的丈夫。