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Stereotyped Toys: Building gender identity

Toy companies and media have labelled toys for boys and girls with marketing

purposes. As a matter of fact, the idea that pink is feminine, and blue is masculine has been

naturalized. The majority of parents buy games and dolls guided by their colour or the

section they occupy in the aisle, leaving behind their adequacy or their main function.

Then, toddlers prefer to play with gendered toys because they have the approval of their

parents (Freeman, 2007). This essay argues that toys should not be gender specific. Firstly,

I will consider the role in society that gendered toys promote in children. Secondly, I will

delve into the skills that toys develop depending on the gender, finally, I will determine the

consequences of colour labelling in toys.

Most people believe that gender is a biological factor given at birth. However, some

scholars have stated that as children are growing up they start to build their own

perceptions of gender through their experiences and surroundings (Warin, 2000). That

being the case, gender identity promoted by toys, might affect the impression of daily

activities later in life. For instance: cooking, cleaning or repairing things (Yeung & Wong,

2018). This image of gender identity can be also found in the choice towards a specific

field. By way of example, according to the Institution for Engineering and Technology

(IET), toys for girls do not encourage them to choose engineering careers (Weale, 2016). It

could be a consequence of toys, since all girls tend to play with babies, kitchen elements or

make up. However, it does not mean that girls are not interested in toys that represent a

challenge to them. Oksman claims that “Young children have shown that boys are no more

likely than girls to enjoy playing with a toy with wheels, something traditionally given to
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boys” (2016). Parents should involve their children into different kinds of activities to

expand their sense of gender. Also, they should be aware that toys can be enjoyed by every

child, no matter his sex.

Girls learn to play with toys that do not represent an intellectual or physical challenge,

while boys are more related with sports, science and construction kits or gameboards.

(Kollmayer, Schultes, Schober, Hodosi & Spiel, 2018) affirm that “Didactic information,

and aspects developing construction and literacy skills, were identified in the selected toys

and resources for boys and were lacking in those for girls”. Dolls are training girls to be

mothers and wives in the future, this is a constant role model that girls are forced to learn

while they play (Hicks, 2015). They have a limited choice among what they can find in the

girls’ aisle at the toy stores. Although girls are demanding construction kits and Lego has

launched Lego Friends, which is its line for girls (Li, 2014). The themes in the female sets

do not involve the same content. While boys are building spaceships with almost 2000

pieces such as the NASA Apollo Saturn V, girls are playing with Olivia’s house with no

more than 600 pieces. This distinction between adequate themes for boys or for girls needs

to stop, toys for girls should include science topics that promote more intellectual skills.

Furthermore, toys are offered to children under colour labels, it is common to see the

difference between boys’ and girls’ aisles in the stores, by the pink or blue tone that they

have. Therefore, it is relevant to consider colour as an important factor in toys industry.

According to Rahman-Jones, blue or pink packaging is the main reason why children and

parents choose their toys (2016). Yeung & Wong claimed that toy producers have taken

advantage of colour by marketing the same products with masculine and feminine versions.

From then on, if there are boys and girls in the family, parents will have to buy gendered
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products for their children. Colours make an impact in the way children perform certain

activities. In Hong Kong, 126 pre-schoolers were tested, boys were able to solve a puzzle

faster when they were told that the colour of the puzzle was for boys, which showed a boost

in their confidence, while girls did not seem affected (2018).

As toys are an essential part in children’s lives, it is necessary to be aware that

gendered toys play a role in the way children perceive gender identity. They should not

reinforce stereotyped role models, specifically for girls. Owing to this, girls are less likely

to get involved with science or engineering, in part because their toys did not encourage

them to develop intellectual skills. Also, it is important to stop labelling toys with colours,

so children would feel identified with more toys. Responsibility relies on many factors such

as toy companies and parents, which must give children the opportunity to choose their toys

based on the abilities they can develop by playing with them, and off course the fun they

give.

Works Cited
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Freeman, N. (2007). Preschoolers’ Perceptions of Gender Appropriate Toys and

their Parents’ Beliefs About Genderized Behaviors: Miscommunication, Mixed
Messages, or Hidden Truths? Early Childhood Education Journal, 34(5), 357-366.

Hicks, A. (2015). Playing at Crusoe: Domestic Imperatives and Models of

Motherhood in Robinson Crusoe-Inspired Toys and Novels for Girls. Children's
Literature In Education, 46(2), 110-126.

Kollmayer, M., Schultes, M., Schober, B., Hodosi, T., & Spiel, C. (2018).
Parents’ Judgments about the Desirability of Toys for Their Children: Associations
with Gender Role Attitudes, Gender-typing of Toys, and Demographics. Sex
Roles, 79(5-6), 329-341.

Li, S. (2014). Toy makers learn that construction sets aren't just for boys
anymore. Los Angeles Times.

Oksman, O. (2016). Are gendered toys harming childhood development? The

Guardian.

Rahman-Jones, I. (2016). Can giving girls pink toys and boys blue ones
REALLY affect what kind of job they'll get?. BBC.

Warin, J. (2000). Sex Roles, 42(3/4), 209-231.

Weale, S. (2016). Gendered toys could deter girls from career in engineering,
report says. The Guardian.

Yeung, S., & Wong, W. (2018). Gender Labels on Gender-Neutral Colors: Do

they Affect Children’s Color Preferences and Play Performance?. Sex Roles, 79(5-
6), 260-272.
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