New study reveals toys are more gender-specific than ever before

Story Posted: 16 December 2008

Toys are more gender-specific than ever before, according to the preliminary findings from a new study carried out by Becky Francis, Professor of Education at Roehampton University. 

The study, funded by the Froebel Educational Institute, shows that toys identified by children and their parents as favourites are extremely gender-differentiated, and stereotypical.

As part of the study, over 60 parents of children aged between three and five were asked to nominate their child’s favourite toy. Many of the toys and DVDs selected contained clear messages to users that supported gender stereotypes and notions of gender difference.

For instance, the toys for boys involved action, construction and machinery suggesting boys should be making things, using their hands and solving problems, while the toys for girls were mainly dolls and toys with feminine interests such as hairdressing, suggesting girls should be caring, nurturing and creative. Furthermore, play with the different toys developed skills and knowledge in these particular areas. 

These key findings suggest such trends may impact on children’s developing skills and preferences, even influencing children's later education and career choice, with boys excelling in maths and science while girls continue to achieve high results in literacy and humanities.

As Professor Becky Francis explained, there is an urgent need for more research into this area to fully examine this link:

"People might think the that toys are more gender-neutral these days but every toy we studied could be read as being gender-specific. Further, many toys were separated into male and female sections in toy stores, or clearly aimed at a single gender via packaging, giving the impression that many toys are just for girls and many are just for boys.

"What is particularly worrying is that the toys aimed at girls seem to lack the educational and skills development qualities found in many of the toys that target boys. 

"These preliminary findings highlight the urgent need for renewed attention to children’s toys in terms of the education they afford and their role in the production of social identities."

At Roehampton University, childhood studies and education dates back to the 1892. The School of Education is calling on funding bodies interested in supporting future research into this area to contact Professor Becky Francis (email: b.francis@roehampton.ac.uk).