LD.9: Deep Dive – TV’s Impact on Children and Youth

Approximate reading time: 5 minutes

For decades, researchers have studied television’s role in children’s development. Television serves as a potent source of educational and entertainment content for children and youth. For example, Sesame Street is a notable pioneer in educational entertainment for children. Studies reveal that consuming educational television programming can positively influence cognitive development and academic performance (Linebarger & Walker, 2005). However, television’s impact is not solely positive.

In a famous natural experiment, Tannis MacBeth (Williams, 1986) researched television’s potential impacts on children’s academic performance and other behaviours. MacBeth’s displacement theory, which posits that television viewing displaces time for educational activities, has found support in subsequent research (Sharif & Sargent, 2006; Gentile & Walsh, 2002). One of her most significant findings was the negative correlation between the amount of television watched and children’s reading scores, indicating that increased television viewing can potentially hinder academic performance, particularly in reading (Williams, 1986). MacBeth also found that children who watched more television were more likely to display attention problems. Her work highlighted the potential detrimental effects of television, particularly when it replaces activities such as reading, contributing to a broader understanding of how TV can affect cognitive and behavioural development.

Furthermore, exposure to violent or aggressive content on television has been linked with increased aggression in children and youth (Williams, 1986; Anderson et al., 2001). This aggression might manifest in a variety of ways, including physical aggression or more subtle forms of relational aggression, underscoring the need to carefully curate the type of content children are exposed to. Conversely, prosocial content on television can facilitate the development of empathetic and helpful behaviours among viewers (Mares & Woodard, 2005). Thus, the type of content consumed significantly influences the impact of television viewing on children’s behaviour.

Still, television’s influence is multifaceted. While it may foster aggression if the content is violent (Huesmann et al., 2003; Paik & Comstock, 1994), it can also promote prosocial behaviour when the content encourages education and empathy (Mares & Woodard, 2005; Wilson, 2008). However, these impacts are not uniform; they can differ based on children’s demographic backgrounds and identities.

Television’s influence on children and youth, particularly those from marginalised communities, such as girls, young people of colour, LGBTQ+ individuals, and other marginalised children and youth, is complex and multifaceted. While television can be a valuable educational tool and source of entertainment, it can also perpetuate stereotypes, promote harmful biases, and foster a negative self-image.

For instance, studies have indicated that women and girls are often underrepresented in television programming and, when present, are frequently portrayed in stereotypical or objectifying roles (Lauzen et al., 2008). This can contribute to the development of sexist attitudes, impact girls’ self-esteem, and limit their aspirations (Signorielli, 2009). Similarly, television often presents racially stereotyped characters. For example, people of color are frequently depicted in subordinate roles, while white characters are more often in positions of power (Mastro & Behm-Morawitz, 2005). This unequal representation can reinforce racial stereotypes and perpetuate harmful biases (Ramírez Berg, 2002).

LGBTQ+ individuals also face stereotyping and underrepresentation in television programming. When LGBTQ+ characters do appear on television, they often conform to narrow, negative stereotypes or are included primarily to provide comedic relief or dramatic tension (Gross, 2001). This lack of diverse, positive representation can lead to misconceptions and bias among viewers and can also contribute to feelings of invisibility or exclusion among LGBTQ+ youth (GLAAD, 2021).

Mainstream television can enforce gender stereotypes among African American and Latina girls (Ward, 2004); minority children and youth may face more exposure to violence on TV, increasing their aggression (Huesmann et al., 2003). Disabled children may face stigmatisation and stereotyping from television representation, negatively impacting their identity development (Ellis & Goggin, 2015).

In light of these findings, there’s a clear need for more equitable representation and portrayal of marginalised communities in television programming, which could contribute to reducing their harmful impacts. MacBeth’s contributions have been pivotal in emphasizing the need for moderation and thoughtful programming in children’s television viewing habits.