Report of the APA Task Force on the Sexualization of Girls

APA has long been involved in issues related to the impact of media content on children. In 1994, APA adopted a policy resolution on Violence in Mass Media, which updated and expanded an earlier resolution on televised violence. In 2004, the APA Task Force on Advertising and Children produced a report examining broad issues related to advertising to children. That report provided recommendations to restrict advertising that is primarily directed at young children and to include developmentally appropriate disclaimers in advertising, as well as recommendations regarding research, applied psychology, industry practices, media literacy, advertising and schools. In 2005, APA adopted the policy resolution on *Violence in Video Games and Interactive Media (PDF, 89KB), which documented the negative impact of exposure to violent interactive media on children and youth and called for the reduction of violence in these media. These resolutions and reports addressed how violent media and advertising affect children and youth, but they did not address sexualization. The APA Task Force on the Sexualization of Girls was tasked with examining the psychological theory, research and clinical experience addressing the sexualization of girls via media and other cultural messages, including the prevalence of these messages and their impact on girls and the role and impact of race/ethnicity and socioeconomic status.The task force was charged with producing a report, including recommendations for research, practice, education and training, policy and public awareness.

This report examines and summarizes psychological theory, research and clinical experience addressing the sexualization of girls.The report (a) defines sexualization; (b) examines the prevalence and provides examples of sexualization in society and in cultural institutions, as well as interpersonally and intrapsychically; (c) evaluates the evidence suggesting that sexualization has negative consequences for girls and for the rest of society; and (d) describes positive alternatives that may help counteract the the influence of sexualization.

There are several components to sexualization, and these set it apart from healthy sexuality. Sexualization occurs when

• a person’s value comes only from his or her sexual appeal or behavior, to the exclusion of other characteristics;

• a person is held to a standard that equates physical attractiveness (narrowly defined) with being sexy;

• a person is sexually objectified — that is, made into a thing for others’ sexual use, rather than seen as a person with the capacity for independent action and decision making; and/or

• sexuality is inappropriately imposed upon a person.

All four conditions need not be present; any one is an indication of sexualization. The fourth condition (the inappropriate imposition of sexuality) is especially relevant to children. Anyone (girls, boys, men, women) can be sexualized. But when children are imbued with adult sexuality, it is often imposed upon them rather than chosen by them. Self-motivated sexual exploration, on the other hand, is not sexualization by our definition, nor is age-appropriate exposure to information about sexuality.

*This 2005 policy statement is currently under review. The APA Board of Directors is in the process of appointing a task force to review the literature published in the area since the current policy statement was adopted. The task force will report its findings and recommendations on potential changes to the APA policy statement when its work is completed. 

Evidence for the sexualization of girls

Virtually every media form studied provides ample evidence of the sexualization of women, including television, music videos, music lyrics, movies, magazines, sports media, video games, the Internet and advertising (e.g., Gow, 1996; Grauerholz & King, 1997; Krassas, Blauwkamp,& Wesselink, 2001, 2003; Lin, 1997; Plous & Neptune, 1997; Vincent, 1989; Ward, 1995). Some studies have examined forms of media that are especially popular with children and adolescents, such as video games and teen-focused magazines.

In study after study, findings have indicated that women more often than men are portrayed in a sexual manner (e.g., dressed in revealing clothing, with bodily postures or facial expressions that imply sexual readiness) and are objectified (e.g., used as a decorative object, or as body parts rather than a whole person). In addition, a narrow (and unrealistic) standard of physical beauty is heavily emphasized. These are the models of femininity presented for young girls to study and emulate.

In some studies, the focus was on the sexualization of female characters across all ages, but most focused specifically on young adult women. Although few studies examined the prevalence of sexualized portrayals of girls in particular, those that have been conducted found that such sexualization does occur and may be increasingly common. For example, O’Donohue, Gold and McKay (1997) coded advertisements over a 40-year period in five magazines targeted to men, women or a general adult readership. Although relatively few (1.5 percent) of the ads portrayed children in a sexualized manner, of those that did, 85 percent sexualized girls rather than boys. Furthermore, the percentage of sexualizing ads increased over time.

Although extensive analyses documenting the sexualization of girls, in particular, have yet to be conducted, individual examples can easily be found. These include advertisements (e.g., the Skechers “naughty and nice” ad that featured Christina Aguilera dressed as a schoolgirl in pigtails, with her shirt unbuttoned, licking a lollipop), dolls (e.g., Bratz dolls dressed in sexualized clothing such as miniskirts, fishnet stockings and feather boas), clothing (thongs sized for 7– to 10-year-olds, some printed with slogans such as “wink wink”), and television programs (e.g., a televised fashion show in which adult models in lingerie were presented as young girls). Research documenting the pervasiveness and influence of such products and portrayals is sorely needed.

Societal messages that contribute to the sexualization of girls come not only from media and merchandise but also through girls’ interpersonal relationships (e.g., with parents, teachers, and peers; Brown & Gilligan, 1992). Parents may contribute to sexualization in a number of ways. For example, parents may convey the message that maintaining an attractive physical appearance is the most important goal for girls. Some may allow or encourage plastic surgery to help girls meet that goal. Research shows that teachers sometimes encourage girls to play at being sexualized adult women (Martin, 1988) or hold beliefs that girls of color are “hypersexual” and thus unlikely to achieve academic success (Rolón-Dow, 2004). Both male and female peers have been found to contribute to the sexualization of girls — girls by policing each other to ensure conformance with standards of thinness and sexiness (Eder, 1995; Nichter, 2000) and boys by sexually objectifying and harassing girls. Finally, at the extreme end, parents, teachers and peers, as well as others (e.g., other family members, coaches, or strangers) sometimes sexually abuse, assault, prostitute or traffic girls, a most destructive form of sexualization.

If girls purchase (or ask their parents to purchase) products and clothes designed to make them look physically appealing and sexy, and if they style their identities after the sexy celebrities who populate their cultural landscape, they are, in effect, sexualizing themselves. Girls also sexualize themselves when they think of themselves in objectified terms. Psychological researchers have identified self-objectification as a key process whereby girls learn to think of and treat their own bodies as objects of others’ desires (Frederickson & Roberts, 1997; McKinley & Hyde, 1996). In self-objectification, girls internalize an observer’s perspective on their physical selves and learn to treat themselves as objects to be looked at and evaluated for their appearance. Numerous studies have documented the presence of self-objectification in women more than in men. Several studies have also documented this phenomenon in adolescent and preadolescent girls (McConnell, 2001; Slater & Tiggemann, 2002).

Consequences of the sexualization of girls

Psychology offers several theories to explain how the sexualization of girls and women could influence girls’ well-being. Ample evidence testing these theories indicates that sexualization has negative effects in a variety of domains, including cognitive functioning, physical and mental health, sexuality and attitudes and beliefs.

Although most of these studies have been conducted on women in late adolescence (i.e., college age), findings are likely to generalize to younger adolescents and to girls, who may be even more strongly affected because their sense of self is still being formed.

Cognitive and emotional consequences

Cognitively, self-objectification has been repeatedly shown to detract from the ability to concentrate and focus one’s attention, thus leading to impaired performance on mental activities such as mathematical computations or logical reasoning (Frederickson, Roberts, Noll, Quinn & Twenge, 1998; Gapinski, Brownell & LaFrance, 2003; Hebl, King & Lin, 2004). One study demonstrated this fragmenting quite vividly (Fredrickson et al., 1998). While alone in a dressing room, college students were asked to try on and evaluate either a swimsuit or a sweater. While they waited for 10 minutes wearing the garment, they completed a math test. The results revealed that young women in swimsuits performed significantly worse on the math problems than did those wearing sweaters. No differences were found for young men. In other words, thinking about the body and comparing it to sexualized cultural ideals disrupted mental capacity. In the emotional domain, sexualization and objectification undermine confidence in and comfort with one’s own body, leading to a host of negative emotional consequences, such as shame, anxiety, and even self-disgust. The association between self-objectification and anxiety about appearance and feelings of shame has been found in adolescent girls (12–13-year-olds) (Slater & Tiggemann, 2002) as well as in adult women.

Mental and physical health

Research links sexualization with three of the most common mental health problems of girls and women: eating disorders, low self-esteem and depression or depressed mood (Abramson & Valene, 1991; Durkin & Paxton, 2002; Harrison, 2000; Hofschire & Greenberg, 2001; Mills, Polivy, Herman & Tiggemann, 2002; Stice, Schupak-Neuberg, Shaw & Stein, 1994; Thomsen, Weber & Brown, 2002; Ward, 2004). Several studies (on both teenage and adult women) have found associations between exposure to narrow representations of female beauty (e.g., the “thin ideal”) and disordered eating attitudes and symptoms. Research also links exposure to sexualized female ideals with lower self-esteem, negative mood and depressive symptoms among adolescent girls and women. In addition to mental health consequences of sexualization, research suggests that girls’ and women’s physical health may also be negatively affected, albeit indirectly.

Sexuality

Sexual well-being is an important part of healthy development and overall well-being, yet evidence suggests that the sexualization of girls has negative consequences in terms of girls’ ability to develop healthy sexuality. Self-objectification has been linked directly with diminished sexual health among adolescent girls (e.g., as measured by decreased condom use and diminished sexual assertiveness; Impett, Schooler & Tolman, 2006). Frequent exposure to narrow ideals of attractiveness is associated with unrealistic and/or negative expectations concerning sexuality. Negative effects (e.g., shame) that emerge during adolescence may lead to sexual problems in adulthood (Brotto, Heiman & Tolman, in press).

Attitudes and beliefs

Frequent exposure to media images that sexualize girls and women affects how girls conceptualize femininity and sexuality. Girls and young women who more frequently consume or engage with mainstream media content offer stronger endorsement of sexual stereotypes that depict women as sexual objects (Ward, 2002; Ward & Rivadeneyra, 1999; Zurbriggen & Morgan, 2006). They also place appearance and physical attractiveness at the center of women’s value.

Impact on others and on society

The sexualization of girls can also have a negative impact on other groups (i.e., boys, men, and adult women) and on society more broadly. Exposure to narrow ideals of female sexual attractiveness may make it difficult for some men to find an “acceptable” partner or to fully enjoy intimacy with a female partner (e.g., Schooler & Ward, 2006).

Adult women may suffer by trying to conform to a younger and younger standard of ideal female beauty. More general societal effects may include an increase in sexism; fewer girls pursuing careers in science, technology, engineering and mathematics (STEM); increased rates of sexual harassment and sexual violence; and an increased demand for child pornography.

Positive alternatives to the sexualization of girls

Some girls and their supporters, now and in the past, have resisted mainstream characterizations of girls as sexual objects. A variety of promising approaches exist to reduce the amount of sexualization that occurs and to ameliorate its effects.

Because the media are important sources of sexualizing images, the development and implementation of school-based media literacy training programs could be key in combating the influence of sexualization. There is an urgent need to teach critical skills in viewing and consuming media, focusing specifically on the sexualization of women and girls. Other school-based approaches include increased access to athletic and other extracurricular programs for girls and the development and presentation of comprehensive sexuality education programs.

Strategies for parents and other caregivers include learning about the impact of sexualization on girls and coviewing media with their children in order to influence the way in which media messages are interpreted. Action by parents and families has been effective in confronting sources of sexualized images of girls. Organized religious and other ethical instruction can offer girls important practical and psychological alternatives to the values conveyed by popular culture.

Girls and girls’ groups can also work toward change. Alternative media such as “zines” (Web-based magazines), “blogs” (Web logs) and feminist magazines, books and websites encourage girls to become activists who speak out and develop their own alternatives. Girl empowerment groups also support girls in a variety of ways and provide important counterexamples to sexualization.

Recommendations

I. Research

A solid research base has explored the effects of having an objectified body image or viewing objectified body images in the media. Much previous work, however, has focused on women. Future studies focusing on girls are needed. In addition, more culturally competent, focused work is required to document the phenomenon of the sexualization of girls; to explore the short- and long-term harm of viewing, listening to and buying into a sexualized pathway to power; and to test alternative presentations of girlhood, sexuality and power. We recommend that psychologists conduct research to:

1. Document the frequency of sexualization, specifically of girls, and examine whether sexualization is increasing.

2. Examine and inform our understanding of the circumstances under which the sexualization of girls occurs and identify factors involving the media and products that either contribute to or buffer against the sexualization of girls.

3. Examine the presence or absence of the sexualization of girls and women in all media but especially in movies, music videos, music lyrics, video games, books, blogs and Internet sites. In particular, research is needed to examine the extent to which girls are portrayed in sexualized and objectified ways and whether this has increased over time. In addition, it is important that these studies focus specifically on sexualization rather than on sexuality more broadly or on other constructs such as gender-role stereotyping.

4. Describe the influence and/or impact of sexualization on girls. This includes both short- and long-term effects of viewing or buying into a sexualizing objectifying image, how these effects influence girls’ development, self-esteem, friendships and intimate relationships, ideas about femininity, body image, physical, mental, and sexual health, sexual satisfaction, desire for plastic surgery, risk factors for early pregnancy, abortion and sexually transmitted infections, attitudes toward women, other girls, boys, and men, as well as educational aspirations and future career success.

5. Explore issues of age compression (“adultification” of young girls and “youthification” of adult women), including prevalence, impact on the emotional well-being of girls and women and influences on behavior.

6. Explore differences in presentation of sexualized images and effects of these images on girls of color; lesbian, bisexual, questioning and transgendered girls; girls of different cultures and ethnicities; girls of different religions; girls with disabilities; and girls from all socioeconomic groups.

7. Identify media (including advertising) and marketing alternatives to sexualized images of girls, such as positive depictions of sexuality.

8. Identify effective, culturally competent protective factors (e.g., helping adolescent girls develop a nonobjectified model of normal, healthy sexual development and expression through school or other programs).

9. Evaluate the effectiveness of programs and interventions that promote positive alternatives and approaches to the sexualization of girls. Particular attention should be given to programs and interventions at the individual, family, school and/or community level.

10. Explore the relationship between the sexualization of girls and societal issues such as sexual abuse, child pornography, child prostitution and the trafficking of girls. Research on the potential associations between the sexualization of girls and the sexual exploitation of girls is virtually nonexistent, and the need for this line of inquiry is pressing.

11. Investigate the relationships between international issues such as immigration and globalization and the sexualization of girls worldwide. Document the global prevalence of the sexualization of girls and the types of sexualization that occur in different countries or regions and any regional differences in the effects of sexualization. Assess the effects of sexualization on immigrant girls and determine whether these effects are moderated by country of origin, age at immigration and level of acculturation.

12. Conduct controlled studies on the efficacy of working directly with girls and girls’ groups that address these issues, as well as other prevention/intervention programs.

13. Researchers who are conducting studies on related topics (e.g., physical attractiveness, body awareness or acceptance of the thin ideal) should consider the impact of sexualization as they develop their findings.

II. Practice

As practitioners, psychologists can perform a valuable service by raising awareness of the negative impact of the sexualization of girls — on girls, as well as on boys, women and men. As individuals and in collaboration with others, practitioners are encouraged to address the sexualization of girls.
We recommend:

1. That APA make the Report of the Task Force on the Sexualization of Girls (PDF, 804KB) available to practitioners working with children and adolescents in order to familiarize them with information and resources relevant to the sexualization of girls and objectifying behavior on the part of girls.

2. That APA make the Report of the Task Force on the Sexualization of Girls available to practitioners as a source of information on assisting girls in developing the skills necessary to advocate for themselves and counter these adverse messages, taking into account the impact and influence of family and other relationships.

III. Education and training

Education and training focusing on the prevalence and impact of the sexualization of girls are needed at all levels of psychology to raise awareness within the discipline of psychology and among psychologists about these important issues. We recommend:

1. That APA disseminate information about the Report of the Task Force on the Sexualization of Girls to instructors at the middle-school, high-school and undergraduate levels and to chairs of graduate departments of psychology.

2. That information from the Report of the Task Force on the Sexualization of Girls be considered for inclusion in future revisions of the National Standards for High School Psychology Curricula and Guidelines on the Undergraduate Psychology Major by the groups charged with revising these documents.

3. That chairs of graduate departments of psychology and of graduate departments in other areas in which psychologists work be encouraged to consider information from the Report of the Task Force on the Sexualization of Girls as curricula are developed within their programs and to aid in the dissemination of the report.

4. That information from the Report of the Task Force on the Sexualization of Girls be considered for development as continuing education and online academy programming, in partnership with APA’s Continuing Education in Psychology Office.

5. That the Ethics Committee and APA Ethics Office consider and use this report in developing ethics educational and training materials for psychologists and make this report available to the group responsible for the next revision of the APA “Ethical Principles of Psychologists and Code of Conduct.”

IV. Public policy

APA, in collaboration with other organizations and through its advocacy efforts, is encouraged to advocate for and better support understanding of the nature and impact of the sexualization of girls, as well as identification and broad implementation of strategies to combat this serious societal problem. We recommend:

1. That APA advocate for funding to support needed research in the areas outlined above.

2. That APA advocate for funding to support the development and implementation by public agencies and private organizations of media literacy programs, including interactive media, in schools that combat sexualization and objectification.

3. That APA advocate for the inclusion of information about sexualization and objectification in health and other related programs, including comprehensive sex education and other sexuality education programs.

4. That APA encourage federal agencies to support the development of programming that may counteract damaging images of girlhood and test the effects of such programs, for example, Web “zines” (i.e., Web magazines), extracurricular activities (such as athletics), and programs that help girls feel powerful in ways other than through a sexy appearance.

5. That APA work with Congress and relevant federal agencies and industry to reduce the use of sexualized images of girls in all forms of media and products.

V. Public awareness

The task force offers the following recommendations with the goal of raising public awareness about this important issue. Achieving this goal will require a comprehensive, grassroots, communitywide effort. Participants and stakeholders will include parents and other caregivers, educators, young people, community-based organizations, religious communities, the media, advertisers, marketing professionals and manufacturers. Overarching strategies will be needed to build linkages and partnerships among the community members. If the goal of raising public awareness is left unmet, the mission of this work will be significantly curtailed. We recommend:

• That APA seek outside funding to support the development and implementation of an initiative to address the issues raised in this report and identify outside partners to collaborate on these goals. The long-term goals of this initiative, to be pursued in collaboration with these outside partners, should include the following:

  • -Develop age-appropriate multimedia education resources representing ethnically and culturally diverse young people (boys and girls) for parents, educators, health care providers and community-based organizations, available in English and other languages, to help facilitate effective conversations about the sexualization of girls and its impact on girls, as well as on boys, women and men.

  • -Convene forums that will bring together members of the media and a panel of leading experts in the field to examine and discuss (a) the sexualization of girls in the United States, (b) the findings of this task force report and (c) strategies to increase awareness about this issue and reduce negative images of girls in the media.

  • -Develop media awards for positive portrayals of girls as strong, competent, and nonsexualized (e.g., the best television portrayal of girls or the best toy).

  • -Convene forums with industry partners, including the media, advertisers, marketing professionals and manufacturers, to discuss the presentation of sexualized images and the potential negative impact on girls and to develop relationships with the goal of providing guidance on appropriate material for varying developmental ages and on storylines and programming that reflect the positive portrayals of girls.

• That school personnel, parents and other caregivers, community-based youth and parenting organizations, and local business and service organizations encourage positive extracurricular activities that help youth build nurturing connections with peers and enhance self-esteem based on young people’s abilities and character rather than on their appearance.

References

Abramson, E., & Valene, P. (1991). Media use, dietary restraint, bulimia, and attitudes toward obesity: A preliminary study. British Review of Bulimia and Anorexia Nervosa, 5, 73-76.

Brotto, L., Heiman, J., & Tolman, D. (in press). Towards conceptualizing women’s desires: A mixed methods study. Journal of Sex Research.

Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women’s psychology and girls’ development. Cambridge, MA: Harvard University Press.

Durkin, S. J., & Paxton, S. J. (2002). Predictors of vulnerability to reduced body image satisfaction and psychological well-being in response to exposure to idealized female media images in adolescent girls. Journal of Psychosomatic Research, 53, 995-1005.

Eder, D. (with Evans, C. C., & Parker, S). (1995). School talk: Gender and adolescent culture. New Brunswick, NJ: Rutgers University Press.

Fredrickson, B. L., & Roberts,T-A. (1997). Objectification theory: Toward understanding women’s lived experience and mental health risks. Psychology of Women Quarterly, 21, 173-206.

Fredrickson, B. L., Roberts,T., Noll, S. M., Quinn, D. M., & Twenge, J.M. (1998). That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance. Journal of Personality and Social Psychology, 75, 269-284.

Gapinski, K. D., Brownell, K. D., & LaFrance,M. (2003). Body objectification and “fat talk”: Effects on emotion, motivation, and cognitive performance. Sex Roles, 48, 377-388.

Gow, J. (1996). Reconsidering gender roles on MTV: Depictions in the most popular music videos of the early 1990s. Communication Reports, 9, 151-161.

Grauerholz, E., & King, A. (1997). Primetime sexual harassment. Violence Against Women, 3, 129-148.

Harrison, K. (2000). The body electric: Thin-ideal media and eating disorders in adolescents. Journal of Communication, 50, 119-143.

Hebl, M. R., King, E. G., & Lin, J. (2004). The swimsuit becomes us all: Ethnicity, gender, and vulnerability to selfobjectification. Personality and Social Psychology Bulletin, 30, 1322-1331.

Hofschire, L. J., & Greenberg, B. S. (2001). Media’s impact on adolescents’ body dissatisfaction. In J. D. Brown & J. R. Steele (Eds.), Sexual teens, sexual media (pp. 125-149). Mahwah, NJ: Erlbaum.

Impett, E. A., Schooler, D., & Tolman, D. L. (2006). To be seen and not heard: Femininity ideology and adolescent girls’ sexual health. Archives of Sexual Behavior, 21, 628-646.

Krassas, N., Blauwkamp, J. M., & Wesselink, P. (2001). Boxing Helena and corseting Eunice: Sexual rhetoric in Cosmopolitan and Playboy magazines. Sex Roles, 44, 751-771.

Krassas, N. R., Blauwkamp, J. M., & Wesselink, P. (2003). “Master your Johnson”: Sexual rhetoric in Maxim and Stuff magazines. Sexuality & Culture, 7, 98-119.

Lin, C. (1997). Beefcake versus cheesecake in the 1990s: Sexist portrayals of both genders in television commercials. Howard Journal of Communications, 8, 237-249.

Martin, K. A. (1998). Becoming a gendered body: Practices in preschools. American Sociological Review, 63, 494-511.

McConnell, C. (2001). An object to herself: The relationship between girls and their bodies. Dissertation Abstracts International, 61(8B), p. 4416.

McKinley, N. M., & Hyde, J. S. (1996). The Objectified Body Consciousness Scale. Psychology of Women Quarterly, 20, 181-215.

Mills, J., Polivy, J., Herman, C. P., & Tiggemann, M. (2002). Effects of exposure to thin media images: Evidence of selfenhancement among restrained eaters. Personality and Social Psychology Bulletin, 28, 1687-1699.

Nichter, M. (2000). Fat talk: What girls and their parents say about dieting. Cambridge, MA: Harvard University Press.

O’Donohue, W., Gold, S. R., & McKay, J. S. (1997). Children as sexual objects: Historical and gender trends in magazines. Sexual Abuse: Journal of Research & Treatment, 9, 291-301.

Plous, S., & Neptune, D. (1997). Racial and gender biases in magazine advertising: A content analytic study. Psychology of Women Quarterly, 21, 627-644.

Rolón-Dow, R. (2004). Seduced by images: Identity and schooling in the lives of Puerto Rican girls. Anthropology and Education Quarterly, 35, 8-29.

Schooler, D., & Ward, L.M. (2006).Average joes: Men’s relationships with media, real bodies, and sexuality. Psychology of Men and Masculinity, 7, 27-41.

Slater, A., & Tiggemann, M. (2002). A test of objectification theory in adolescent girls. Sex Roles, 46, 343-349.

Stice, E., Schupak-Neuberg, E., Shaw, H., & Stein, R. (1994). Relation of media exposure to eating disorder symptomatology: An examination of mediating mechanisms. Journal of Abnormal Psychology, 103, 836-840.

Thomsen, S. R.,Weber,M.M., & Brown, L. B. (2002).The relationship between reading beauty and fashion magazines and the use of pathogenic dieting methods among adolescent females. Adolescence, 37, 1-18.

Vincent, R. C. (1989). Clio’s consciousness raised? Portrayal of women in rock videos, re-examined. Journalism Quarterly, 66, 155-160.

Ward, L. M. (1995). Talking about sex: Common themes about sexuality in the prime-time television programs children and adolescents view most. Journal of Youth & Adolescence, 24, 595-615.

Ward, L. M. (2002). Does television exposure affect emerging adults’ attitudes and assumptions about sexual relationships? Correlational and experimental confirmation. Journal of Youth and Adolescence, 31, 1–15.

Ward, L. M. (2004). Wading through the stereotypes: Positive and negative associations between media use and Black adolescents’ conceptions of self. Developmental Psychology, 40, 284-294.

Ward, L. M., & Rivadeneyra, R. (1999). Contributions of entertainment television to adolescents’ sexual attitudes and expectations:The role of viewing amount versus viewer involvement. Journal of Sex Research, 36, 237–249.

Zurbriggen, E. L., & Morgan, E. M. (2006). Who wants to marry a millionaire? Reality dating television programs, attitudes toward sex, and sexual behaviors. Sex Roles, 54, 1-17.

Members

Eileen L. Zurbriggen, PhD (Chair)
Rebecca L. Collins, PhD
Sharon Lamb, EdD
Tomi-Ann Roberts, PhD
Deborah L.Tolman, EdD
L. Monique Ward, PhD
Jeanne Blake (Public Member)

Copyright © 2007 by the American Psychological Association.This material may be reproduced in whole or in part without fees or permission, provided that acknowledgment is given to the American Psychological Association.This material may not be reprinted, translated, or distributed electronically without prior permission in writing from the publisher. For permission, contact APA, Rights and Permissions, 750 First Street, NE,Washington, DC 20002-4242.

Printed single copies available from:
American Psychological Association
Public Interest Directorate
Women’s Programs
750 First St. NE
Washington, DC 20002-4242
(202) 336-6044

Girls get this message repeatedly: What matters is how “hot” they look. It plays on TV and across the Internet. You hear it in song lyrics and music videos. You see it in movies, electronic games, and clothing stores. It’s a powerful message.

As parents, you are powerful too. You can teach girls to value themselves for who they are, rather than how they look. You can teach boys to value girls as friends, sisters, and girlfriends, rather than as sexual objects. And you can advocate for change with manufacturers and media producers.

Tune in and talk

Watch TV and movies with your daughters and sons. Read their magazines. Surf their Web sites. Ask questions. "Why is there so much pressure on girls to look a certain way?” "What do you like most about the girls you want to spend time with?" "Do these qualities matter more than how they look?" Really listen to what your kids tell you.

Question choices

Girls who are overly concerned about their appearance often have difficulty focusing on other things. Clothes can be part of the distraction. If your daughter wants to wear something you consider too sexy, ask what she likes about the outfit. Ask if there’s anything she doesn’t like about it. Explain how clothes that require lots of checking and adjusting might keep her from focusing on school work, friends and other activities.

Speak up

If you don't like a TV show, CD, video, pair of jeans or doll, say why. A conversation with her will be more effective than simply saying, "No, you can’t buy it or watch it." Support campaigns, companies, and products that promote positive images of girls. Complain to manufacturers, advertisers, television and movie producers and retail stores when products sexualize girls.

Understand

Young people often feel pressure to watch popular TV shows, listen to music their friends like and conform to certain styles of dress. Help your daughter make wise choices among the trendy alternatives. Remind her often that who she is and what she can accomplish are far more important than how she looks.

Encourage

Athletics and other extracurricular activities emphasize talents, skills and abilities over physical appearance. Encourage your daughter to follow her interests and get involved in a sport or other activity.

Educate

You may feel uncomfortable discussing sexuality with your kids, but it's important. Talk about when you think sex is okay as part of a healthy, intimate, mature relationship. Ask why girls often try so hard to look and act sexy. Effective sex education programs discuss media, peer and cultural influences on sexual behaviors and decisions, how to make safe choices, and what makes healthy relationships. Find out what your school teaches.

Be real

Help your kids focus on what’s really important: what they think, feel, and value. Help them build strengths that will allow them to achieve their goals and develop into healthy adults. Remind your children that everyone’s unique and that it’s wrong to judge people by their appearance.

Model

Marketing and the media also influence adults. When you think about what you buy and watch, you teach your sons and daughters to do so, too. 

You may feel overwhelmed by messages in the media — TV, magazines, songs and videos, online and in stores — that say what matters most is how "hot" you look. It's a powerful message. But you are even more powerful. With your friends, teachers, and parents, you can make changes in your school, community, and the media. Most important, you can learn to value yourself more for who you are than for how you look. Here are some hints that can inspire you!

Tune in and talk

Ask questions when you watch TV and movies, surf the Web, or go to the mall. “Why is there so much pressure on girls to look a certain way?” “What qualities do I admire in girls other than the way they look or dress?” “What are qualities I admire in adults I look up to?” “Do I see any of those qualities in myself?” “What do I most respect about myself?”

Dress for success

Clothes that require lots of checking and adjusting might distract you from school work, friends, and other activities. Choose clothes that make you feel comfortable. Then you can be your most confident self.

Speak up

If you see something that makes you or other girls feel uncomfortable, use your voice. For example, if clothing companies, advertisers, TV, and movie producers are encouraging girls to focus too much on looking “hot,” you can write a letter to express your opinion. They listen!

Change the rules

It’s natural to want to fit in when you’re growing up. But it’s never worth giving up who you are just to be accepted by someone else. Try to focus more on what makes you a good and caring person. Recognize your talents and accomplishments and those of the people around you. You can help to redefine “hot” as being someone who’s confident and caring.

Get involved

Explore your interests. As you try different activities, you’ll find out what you like to do and what makes you happy — and you’ll meet other girls who share your interests. As you develop your skills, talents and abilities, you’ll feel proud of your accomplishments.

Learn to be you

You’re unique and special. You have a whole world inside you. Explore what you think, feel, and value — and talk about it with your friends. Develop a habit of setting goals and a plan to reach them. Remember to take time to celebrate your successes!

With the help of the adults in their lives, girls and boys can gain media literacy skills, can learn to resist the message that how girls look is what matters, and can learn how to advocate for themselves. Here are some resources that can help. The following list of resources was provided to the American Psychological Association (APA) Council of Representatives with the Report of the Task Force on the Sexualization of Girls and has been filed with APA. This list of resources has not been adopted as a policy of APA, nor has APA endorsed each of the resources cited. This list of resources is provided only for information and reference purposes.

About-Face	Mainely Girls
ACT—Alliance for Children and Television	Media Awareness Network
Advocates for Youth	Media Literacy Clearinghouse
Beacon Street Girls	medialiteracy.com
Center for Media Literacy	Mediawise
Dads and Daughters	New Moon Girls
Girl Scouts of America	See Jane/Improving Gender Portrayals in Children’s Media
Girls Inc	Teen Voices/Women’s Express
Girls Inc. Media Literacy	Third Wave Foundation
Girls, Women, and Media Project	uniquely Me! The Girl Scouts/ Dove Self-Esteem Program
Hardy Girls Healthy Women	Words Can Work