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Journal of Humanities, Arts and Social Science

ISSN Online: 2576-0548 ISSN Print: 2576-0556 CODEN: JHASAY
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ArticleOpen Access http://dx.doi.org/10.26855/jhass.2024.04.023

Exploring Gender Stereotypes in Infant and Toddler Product Advertisements through Visual Content Analysis

Fangbin Li

The University of Sheffield, Sheffield, UK.

*Corresponding author: Fangbin Li

Published: May 29,2024

Abstract

This study utilizes visual content analysis to examine gender stereotypes in advertisements for infant and toddler products. Advertisements convey gender stereotypes by presenting individual images, linking gender to specific products, and influencing the reception and understanding of advertising messages. The research indicates that female images in advertisements are often associated with stereotypes related to appearance, body type, and quality. These images are frequently linked to lifestyle, consumer goods, or service products. In contrast, scientific, production, or authoritative products are often endorsed by male figures. Therefore, female images dominate in advertisements for infant and toddler products. This study primarily focuses on cover advertisements for infant and toddler products, encompassing various product categories and themes to ensure representativeness. Through visual content analysis, 61 randomly collected cover advertisements were analyzed. In summary, this study aims to determine the extent to which infant and toddler advertisements reflect or challenge traditional gender stereotypes and to understand the current state of using gender stereotypes in advertising.

Keywords

Gender stereotypes, infant and toddler product advertisements, visual content analysis, advertising messages, gender roles

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How to cite this paper

Exploring Gender Stereotypes in Infant and Toddler Product Advertisements through Visual Content Analysis

How to cite this paper: Fangbin Li. (2024) Exploring Gender Stereotypes in Infant and Toddler Product Advertisements through Visual Content Analysis. Journal of Humanities, Arts and Social Science8(4), 946-952.

DOI: http://dx.doi.org/10.26855/jhass.2024.04.023