Defined lines : the analysis of gender roles and stereotypes in popular music

Abstract

This research set out to explore the perspective of youth with regards to references of gender roles and stereotypes in popular music and their understanding of these references. Comparing the perspectives of youth to a thematic analysis conducted on the same songs that were presented to them, this study aimed to highlight the importance of critical thinking and media literacy as part of children’s education. The songs were identified through two charts of Malta’s most popular radio stations; Vibe FM and Bay Radio. The main themes and references of gender roles and stereotypes were identified through a content analysis which also allowed for the identification of eight songs that showed the most direct references. These eight songs were presented to a group of nine participants who chose four of these songs to discuss in more detail as well as more general themes related to this research. The content analysis highlighted an under-representation of women as well as an inclination towards topics related to love, relationships, lust and attraction that was evident in the majority of the songs. The focus group then highlighted the youth’s lack of regard for lyrics, irrelevant of whether they know the lyrics or not. Comparing the thematic analysis to the focus group, it became evident that the youth, despite knowing what gender roles and stereotypes imply, they found it harder to identify references that were not as direct and struggled to elaborate further on what these suggest. Furthermore, throughout the discussion and examples that the participants shared, the fact that through music gender roles and stereotypes are normalised encourages youth to reflect them in their behaviour. These findings highlight the popularity of these songs and their availability, not solely through individual devices but also in public places. Furthermore, these also suggest how lyrics can leave their impact even when they are not being understood due to their popularity and therefore the many times they are being exposed to the youth. Lastly, one can conclude that the knowledge and practice of critical thinking, although will not keep youth from listening to these songs, will lessen the impact that the messages leave on their behaviour and beliefs. This means that the inclusion of critical thinking and media literacy within the educational setting as well as a part of educators’ training will help youth identify the implications of messages they are being fed, not only through music, but through other media sources and encourage them to think more for themselves.