Princesses and paupers: a content analysis of socioeconomic status in animated Disney films

ABSTRACT

This paper examines depictions of SES in Disney animated films to learn about the stereotypes of different socioeconomic status (SES) groups that these films reinforce or dispel. As Disney films are frequently watched by children, and may have important developmental implications for the internalization of stereotypes. Sixty-one animated Disney films were coded f (323 characters). Characters were coded for their SES and various roles and behaviors. Results suggest low SES characters are underrepresented compared to the US population, and that Disney’s portrayal of SES both reinforces and contradicts stereotypes.

IMPACT SUMMARY

Prior State of Knowledge:

• Socioeconomic status is a significant factor in children’s development. As Disney media is often watched by children, the stereotypes of SES in Disney films are important to understand.

Novel Contributions:

• Overall, this research indicates that low SES characters are underrepresented compared to the general US population and are more often racial minorities than mid and high SES characters. Few other characteristics examined, however, were significantly different based on SES.

Practical Implications:

• Parents should be aware of and discuss the racial differences in socioeconomic status in Disney films with children. Furthermore, future research should examine the effect of depictions of socioeconomic status in children’s media on children’s stereotypes.

KEYWORDS:

• Socioeconomic status
• stereotype development
• disney
• children’s media
• identity development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jane E. Shawcroft

Jane E. Shawcroft is currently a masters student in the Marriage, Family, and Human Development program at Brigham Young University in the School of Family Life. Working with Dr. Sarah Coyne, she studies stereotypes in media, and the effects of media and technology use on child and adolescent development. She has a BS degree in Family Studies from Brigham Young University. Email: [email protected]

Sarah M. Coyne

Sarah M. Coyne is a professor of human development in the School of Family Life at Brigham Young University. She received her BSc degree in Psychology from Utah State University, and her Ph.D. in Psychology from the University of Central Lancashire in Preston, England. Dr. Coyne’s research interests include the effects of media on children and families, including media violence, video game addiction, gender and body image, and media violence and effects of new media. Email: [email protected]

Pamela Jo Brubaker

Pamela Jo Brubaker is an Associate Professor of public relations in the School of Communications at Brigham Young University. She received her PhD in Mass Communications from Pennsylvania State University. Dr. Brubaker’s research focuses on understanding today’s digital media environment and exploring the positive and negative effects mediated communication is having on individuals, organizations, and society. Her research explores both the impact and use of social media and digital communication technologies. Email: [email protected]

Jessica D. Zurcher

Jessica D. Zurcher received a Ph.D. in Communications from the University of Utah (2016), a M.A. in Mass Communications from Brigham Young University (2011), and a B.S. from Brigham Young University-Idaho in Theatre and Speech Education, minor in English (2008). Her research interests include issues dealing with new media, education, and family communication. Dr. Zurcher has published in several journals, including Cyberpsychology, Behavior, and Social Networking and The Journal of Children and Media. She has presented at numerous national and international communication conferences. Email: [email protected]