This document discusses common stereotypes portrayed in television dramas regarding class, disability, age, and regional identity. For class, it outlines stereotypes associated with the upper, upper-middle, middle, lower-middle, and lower classes. For disability, it lists 6 common stereotypes people with disabilities face in media. For age, it provides stereotypes for children, teenagers, those in their 20s-30s, middle aged people, and the elderly. Finally, it lists regional stereotypes often shown for people from Scotland, Wales, Ireland, England, and London.
2. CLASS
Up p e r c l a s s . O l d m o n e y , e d uc a t io n a t t o p u n i v e rs i t i e s , e x c l us i v e c l u bs , c a r e e rs i n e s t a bl is he d l a w o r f i n a nc ia l f i r m s
o r m e d ic a l s p e c ia l t i e s . S u p p or t f o r c u l t u r a l a c t i v i t i e s – c l a s s ic a l m us ic , a r t m us e ums . C a r e f u l l y - p r e p a r e d m e a ls ,
m a n y o f t h e m a t r e s t a ur a nts . O f t e n w e a r in g b u s in e s s c l o t hes , b u t e v e n c a s u a l c l o t he s a r e u p p e r c l a s s s t y l e s –
k h a k i n o t d e n im .
Up p e r -m i d d l e c l a s s . C o l l e g e e d u c a t io ns i n p r a c tic a l f i e l d s , w e l l - p a y in g j o b s , h o m es i n t h e s u b ur bs o r i n n i c e c i t y
a r e as , v o l u n t e e r i n g i n c o m mun i t y a c t i v i t ie s . W i v e s o f t e n h a v e c a r e e rs , w i t h h o us e ho ld h e l p o n a n a s - ne e d e d b a s is .
M o n e y e n o ug h f o r v a c a t io ns a n d e x p e ns i ve t i c ke ts t o s p o r ti n g e v e n ts . T e e n - a g e k i d s h a v e c a rs o f t h e i r o w n.
O c c as i o na l m o v ie s a n d T V , b u t u s u a l l y t o o b us y .
M i d d l e c l a s s . S u c c es s f u l s m a l l b u s in e s s me n , s uc h a s g r o c e rs a n d b u i l d in g c o n tr a c to rs . R e t i r e es . M e d i um -s i ze d
h o m es , o f t e n o w n e d . C a r e f u l w i t h t h e i r m o n e y . C a r e f u l t o a l w a ys l o o k n i c e a r o u nd o t h e r p e o p le . C h u rc h - g oe rs . O l d f a s h i o ne d h o m e c o o k i n g .
L o w e r -m i d d le c l a s s . S t e a d y b u t l o w - w a g e o c c up a t i o ns s uc h a s s t or e c l e r ks , b e a ut ic i a ns , p a i n t e rs . H i g h s c h ool
e d uc a t io ns . L i v e i n r e n t e d h o us in g . O c c a s io n a l l y g e t i n t o d i f f i c ul t i e s w i t h f a m i l y t u r m o i l , t r o u bl e w i t h s m a l l
m is d e me a nou rs , p r e g n a nci e s . C h e a p , e a s i l y - p r e p a r e d f o o d s ( s p a g he t t i , h a m bur g e rs ), f e w f r u i ts a n d v e g e t a bl e s . B l u e
j e a ns t h e w a r d r obe m a i ns t a y . P o p a n d r o c k m us ic c o ns ta nt l y g o i n g . T V t h e m a i n e n t e r t a in m e nt .
L o w e r c l a s s . S p o r a d ic e m p l o ym e nt. S c h oo l d r o p ou ts . D e p e n d e nt o n g o v e r nm e nt p r o g r a m m o n e y , l i v i n g i n s h a bby ,
h i g h -c r im e a r e a s o f t h e c i t ie s o r i n p o c k e ts o f r u r a l p o v e r ty . E t h n ic m us ic , H i s p a nic o r r a p . L i t t l e h o p e f o r
a c h ie v i n g a b e t t e r l i f e , b u t s om e d o , w i t h t h e h e l p o f c a r in g t e a c h e rs a n d m i n is t e rs .
C o l l e g e e d u c a ti o ns u s e d a s p r e p a r a t i o n f o r w e l l - p a y i n g c a r e e rs i d e n t i f y t h e t w o t o p c l a s s es . In c om e l e v e ls o v e r l a p
t o q u i t e a n e x t e n t . Up p e r -m id d le -c l a s s f a m i l i e s w i t h o u t - of -c ont r ol t e e n a g e rs , j o b l o s s e s , a n d a d i v o r c e o r t w o a r e
n o t m uc h b e t t e r o f f t h a n l o w e r -m i d d le - c la s s o n e s i n m a n y w a ys . T h e l o w es t c l a s s h a s a g r e a te r -t ha n - a ve r a g e
n u m be r o f b l a c k p e o p le , i m m ig r a n ts f r o m T h i r d W o r l d c o u nt r ie s , a n d p e o p l e w h o c a n ' t h o l d a j o b b e c a us e o f o l d a g e ,
a l c oh o l is m , d r u g a d d ic ti o n, o r u n t r e a t e d m e n ta l i l l n e s s .
3. DISABILIT Y
P e o p l e w i t h d is a bi l i t ie s t h e ms e l ve s h a v e a t v a r i o us t i m e s u s e d a n d r e s is t e d t h e c a t e g or i e s t h e y w e r e p l a c e d
i n f o r t h e i r o w n e m p ow e rm e nt : t o m a ke , i n s of a r a s t h e y c o u ld , t h e i r o w n w a y a n d t h e i r o w n l i v e s .
1 . P e o p l e w i t h d i s a bi l i t ie s a r e d i f f e r e n t f r o m f u l l y h u m a n p e o p le ; t h e y a r e p a r t i a l o r l i m i t e d p e o ple , i n a n
" o t he r " a n d l e s s e r c a t e g or y . A s e a s i l y i d e n t i f ia b le " o t h e rs " t h e y b e c ome m e t a p hors f o r t h e e x p e r ie nc e o f
a l i e n a ti o n.
2 . T h e s u c ces s f u l " h a n d ic a p p e d " p e rs on i s s u p e r huma n, t r i u m p h in g o v e r a d v e rs i t y i n a w a y w h ic h s e r ve s a s
a n e x a m p le t o o t h e rs ; t h e i m p a i r m e nt g i v e s d i s a bl e d p e rs ons a c h a nce t o e x h i b i t v i r t u e s t h e y d i d n ' t k n o w t h e y
h a d , a n d t e a c h t h e r e s t o f u s p a t i e nce a n d c o u r a g e .
3 . T h e b u r d e n o f d i s a bi l i t y i s u n e n d in g ; l i f e w i t h a d is a ble d p e rs on i s a l i f e o f c o ns t a n t s o r r ow , a n d t h e a b l e b o d ie d s t a nd u n d e r a c o n t in ua l o b l i g a t io n t o h e l p t h e m . P e o p l e w i t h d is a bi l i t i e s a n d t h e i r f a m i l i e s - - t h e
" n o b le s a c r i f ic es " - - a r e t h e m os t p e r f e c t o b j e c ts o f c h a r i t y ; t h e i r f u n c t i o n i s t o i n s p i r e b e n e vo l e nce i n
o t h e rs , t o a w a ke n f e e l i n g s o f k i n d n e s s a n d g e n e r os i t y .
4 . A d i s a bi l i t y i s a s ic kn es s , s om e t hi n g t o b e f i x e d , a n a b n o rm a l i t y t o b e c o r r e ct e d o r c u r e d . T r a g ic
d is a bi l i t ie s a r e t h os e w i t h n o p os s i b i l i t y o f c u r e , o r w h e r e a t t e m p ts a t c u r e f a i l .
5 . P e o p l e w i t h d i s a bi l i t ie s a r e a m e na c e t o o t h e rs , t o t h e ms e l v e s , t o s oc ie t y . T h is i s e s p e ci a l l y t r u e o f p e o p le
w i t h m e nt a l d i s a bi l i t y . P e o p le w i t h d i s a b i l i t i e s a r e c o ns um e d b y a n i n c e s s a nt , i n e v i t a bl e r a g e a n d a n g e r a t
t h e i r l o s s a n d a t t h os e w h o a r e n o t d i s a bl e d . T h os e w i t h m e n ta l d i s a b i l i t i e s l a c k t h e m o r a l s e ns e t h a t w o u ld
r e s t r a i n t h e m f r o m h u r t i n g o t h e rs o r t h e m s e l ve s .
6 . P e o p l e w i t h d i s a bi l i t ie s , e s p e ci a l l y c o g ni t i v e i m p a i r m e nts , a r e h o l y i n n o c e nts e n d ow e d w i t h s p e c ia l g r a c e ,
w i t h t h e f u n c t i o n o f i n s p i r i n g o t h e rs t o v a l u e l i f e . T h e p e rs o n w i t h a d i s a b i l i t y w i l l b e c o m p e ns a t e d f o r
h is /he r l a c k b y g r e a t e r a b i l i t i e s a n d s t r e ng ths i n o t h e r a r e a s - - a b i l i t ie s t h a t a r e s o m e t im e s b e y o nd t h e
o r d in a r y .
4. AGE
Children – often shown as being young, innocent, naive, pure, sw eet, helpless,
powerless
Teenagers – Often shown as being aggressive, moody, lazy, criminals, hate school,
20’s-30’s – Often shown as the ideal age for love, parties, fun, making money, being
glamorous and attractive. In films the heroes are often this age group.
Middle Aged – often shown as being past it, unattractive, not aw are of popular culture,
uncool, boring lives, dominant over others, no real connection to their kids, grumpy. In
films the villains are often from this age group.
Elderly – often shown as being unattractive, slow, w eak, ill, confused, pathetic,
powerless, not important, dependent on others.
5. REGIONAL IDENTIT Y
Scottish – often shown as being money obsessed, won’t pay for anything, drinks a lot of alcohol, loves the
outdoors, wears kilts, eats haggis, quite aggressive and violent
Welsh –Often shown as living in the middle of the countryside, with people making jokes about them ―shagging
sheep‖
Irish – often shown as living in the countryside, working in rural areas such as farms, being very religious,
being good at dancing and singing, very friendly but less intelligent
E n g l i s h – o f t e n s h o w n a s b e i n g r a c i s t , o b s e s s e d w i t h b e e r a n d f o o t b a l l l i v i n g i n Lo n d o n . S o m e t i m e s t h e
stereotype goes in the opposite direction of showing English people as very rich, posh, happy, living in castles
and being very ―royal.‖
Lo n d o n – T h e r e a r e 2 m a i n s t e r e o t y p e s o f Lo n d o n e r s . O n e i s t h a t t h e y a r e o f t e n s h o w n a s b e i n g r i c h , p o s h ,
s n o b b y , u p p e r c l a s s , Hu g h G r a n t t y p e s f r o m c e n t r a l o r w e s t Lo n d o n . Th e o t h e r i s t h a t t h e y o f t e n s h o w n a s b e i n g
f r o m n o r t h , e a s t o r s o u t h Lo n d o n , p o o r , c o m m o n , l o w e r c l a s s , c r i m i n a l i s t i c s , v i o l e n t ― K i d u l t h o o d ‖ s t y l e
M a n c h e s t e r / N e w c a s t l e / Li v e r p o o l – O f t e n s h o w n a s b e i n g ― c h a v s ‖ , w e a r i n g f a k e d e s i g n e r l a b e l s , o r
tracksuits, drinking a lot, being aggressive, uneducated, criminals
Essex – often shown as being glamorous but cheap, footballer’s wives, lots of partying, being quite stupid
Yorkshire – Often shown as living in rural countryside, with rolling hills and cobbled streets, being quite old
fashioned
Cornwall / Somerset – Often shown as being ―backwards‖, living in rural areas, working on farms
South England – often shown as being the centre of culture, modern, classy, clever, sunny, richer, doing middle
class jobs such as managers etc.
North England – often shown as being poorer, bad weather, lower class, aggressive, less culture, less clever,
doing working class jobs such as builders etc.
6. SEXUALIT Y
Lesbian, gay, bisexual and transgender people are associated w ith certain stereotyp es conventional, form ulaic generalizations, opinions, or im ages based on their sexual orientation
or gender identity. Stereotypical perceptions may be acquired through interactions w ith
parents, teach ers, peers and the m ass m edia, or, m ore generally, through a lack of first hand
fam iliarity, resulting in an increased reliance on generalizations.
Negative stereotyp es are often associated w ith hom ophobia, lesbophobia, biphobia, or
transphobia. Positive stereotyp es, or counter stereotyp es, also exist, but m ay still be hurtful
or harm ful.
The most common sexuality stereotyp es are; gay men love musicals, they have a good sense of
fashion, they are effem inate and flam boyant. Lesbians dress in m anly clothes, quite m asculine,
like football, short hair and no m ake up.
7. ETHNICIT Y
An ethnic stereotype is a simplified and often misleading representation of an ethnic
group, composed of w hat are thought to be typical characteristics of members of a given
ethnic group. These images of a particular group are used to communicate underlying
messages about status, society and cultural norms .
Ethnic stereotypes are commonly portrayed in ethnic jokes, most of which usually
considered to be offensive in various degrees. R ichard M. Steers and Luciara Nardon in
their book about global economy use the "You have tw o cow s" joke to illustrate the concept
of cultural differences. They w rite that jokes of this kind :
Russian company: You have tw o cow s. You drink some vodka and count them again. You have
five cows. The Russian Mafia shows up and takes however many cows you have.
Californian company: You have a million cow s. Most of them are illegals .
are considered funny because they are realistic caricatures of various cultures, and the
pervasiveness of such jokes stems from the significant cultural differences. Steers and
Nardon also state that others believe that cultural stereotype in jokes of this kind must be
viewed with caution.
Ethnic stereotypes can sometimes reinforce positive values that will benefit one group
over another. Such as the typical American hero of Hollywood who will intelligently triumph
against all odds.
8. GENDER
G e n d e r s t e r e o ty p es a r e s im p l is t ic g e n e r a l i z a t io ns a b o ut t h e g e n d e r a t t r i b ut es , d i f f e r e nc es , a n d r o l e s o f
i n d i v i d ua ls a n d / or g r o u ps . S t e r e ot yp e s c a n b e p o s i t i ve o r n e g a ti v e , b u t t h e y r a r e l y c o m mun ic a te a c c ur a t e
i n f o r m a t io n a b o ut o t h e rs . W h e n p e o p le a u t oma t ic a l l y a p p l y g e n d e r a s s ump ti o ns t o o t h e rs r e g a r dl e s s o f e v i d e nc e
t o t h e c o n tr a r y , t h e y a r e p e r p e t ua t i n g g e n d e r s t e r e o ty p in g . M a n y p e o p l e r e c og ni z e t h e d a n g e rs o f g e n d e r
s t e r e o ty p in g , y e t c o nt i n ue t o m a k e t h e s e t y p e s o f g e n e r a l i za t i o ns .
T r a d i t io na l l y , t h e f e m a l e s t e r e oty p ic r o l e i s t o m a r r y a n d h a ve c h i l d r e n. S h e i s a l s o t o p u t h e r f a m i l y 's w e l f a r e
b e f o r e h e r o w n; b e l o v i n g , c o m p a s s io n a t e , c a r i n g , n u r t ur i n g , a n d s ym p a th e t ic ; a n d f i n d t i m e t o b e s e x y a n d f e e l
b e a u t i f u l . T h e m a l e s t e r e ot yp ic r o l e i s t o b e t h e f i n a nc i a l p r o v i d e r . H e i s a ls o t o b e a s s e r t i v e , c o m p e t i t i v e ,
i n d e p e nd e n t, c o u r a g e o us , a n d c a r e e r ‐ f oc us e d ; h o l d h i s e m o t io ns i n c h e c k ; a n d a l w a ys i n i t i a t e s e x . T h e s e s o r ts o f
s t e r e o ty p es c a n p r o v e h a r m f u l ; t h e y c a n s t i f l e i n d i v i d u a l e x p r e s s io n a n d c r e a ti v i t y , a s w e l l a s h i n d e r p e rs on a l
a n d p r o f e s s io n a l g r ow t h.
T h e w e i g ht o f s c ie n ti f ic e v i d e nc e d e m ons t r a te s t h a t c h i l d r e n l e a r n g e n d e r s t e r e oty p es f r o m a d u l ts . A s w i t h
g e n d e r r o l e s , s oc i a l i z i n g a g e n ts — p a r e nts , t e a c he rs , p e e rs , r e l i g i o us l e a d e rs , a n d t h e m e d i a — p as s a l o n g g e n d e r
s t e r e o ty p es f r o m o n e g e n e r a ti o n t o t h e n e x t .
O n e a p p r o a ch t o r e - e x a m i n in g c o nv e nt io n a l g e n d e r r o l e s a n d s t e r e o ty p es i s a n d r og yn y , w h ic h i s t h e b l e n d i n g o f
f e m i n in e a n d m a s cul i n e a t t r i b ut es i n t h e s a m e i n d i v i d u a l . T h e a n d r og y n y , o r a n d r og yn ous p e rs on, d o e s n o t n e a tl y
f i t i n t o a f e m a l e o r m a l e g e n de r r o l e ; s h e o r h e c a n c o m f o r t a bl y e x p r e s s t h e q u a l i t i e s o f b o t h g e n de rs . P a r e nts
a n d o t h e r s o c ia l i z i n g a g e nts c a n t e a c h t h e i r c h i l d r e n t o b e a n d r og y n ous , j u s t a s t h e y c a n t e a c h t h e m t o b e
g e n d e r ‐ bi a s e d .
E m e r g in g a s a p o w e r f u l s o c io - p o l i t ic a l f o r c e b e g i n nin g i n t h e 1 9 6 0 s , t h e f e m i n is t m o ve m e nt, o r w om e n 's
l i b e r a t i o n m o ve m e nt , h a s l o b b i e d f o r t h e r i g h ts o f w om e n a n d m i n o r i t ie s . Fe m i n is ts h a v e f o u g ht h a r d t o
c h a l l e ng e a n d r e d e f i n e t r a d i t io n a l s t e r e ot yp ic g e n d e r r o l e s .
