An Analysis of Children’s Perceptions of Gender Roles in Charlie and Lola

Abstract

Animated media plays an essential role in shaping children’s understanding of gender roles, often reinforcing traditional stereotypes through character behaviour and narratives (Gilmore & Jordan, 2012). Previous research has shown that male characters tend to be more active, while female characters are frequently portrayed as passive (England et al., 2011; Thompson & Zerbinos, 1995). It has been recently emphasized, however, that there is a need to explore how children interpret these portrayals, as perceptions may differ across age and gender (Aubrey & Harrison, 2004). This study examines gender representation in the animated series Charlie and Lola through a content analysis of characters’ behaviours and communication activities in 11 episodes and group interviews with a group of 3rd graders (n = 23) and a group of 5th and 6th graders (n = 29). Firstly, the content analysis reveals that Charlie and Lola contains both traditional and progressive gender portrayals and that character dynamics are also influenced by the sibling structure, with Charlie, as the older brother, taking on leadership and problemsolving roles. However, Lola’s high verbal participation and assertiveness challenge conventional stereotypes. Secondly, the group interviews assessed children’s perceptions showing that older participants demonstrated greater awareness of gender roles and gender equality compared to younger participants. Notably, older children provided more responses overall and showed no lack of understanding of gender equality, indicating a more advanced stage of cognitive maturity that allows for greater engagement with abstract social concepts. Moreover, children were more likely to challenge gender stereotypes than reinforce them.