1. Effects of Gender Color-Coding
Conny Gollek

2. Effects of Gender Color-Coding on Toddlers’ Gender-Typical Toy Play
Wong & Hines (2015)
Observed toddlers play with gender-colour coded toys
Coded amount of time children played with each toy
Boys and girls preferred the train over the doll
Difference in toy selection was greater for toys in typical colours
Preference for a-typical toy was greater if in typical colour
Boys more affected by colour
Pink seems more gender typed than blue
Overall effect of colour was small at the ages studied
Preference might increase with age

3. Does it matter?
Children recognise their own sex around the age of 2, by 4-5 years the know this won’t change
They look out for signs to confirm their group identity, eagerly adapting gender norms
Retailers use gender norms to market toys, clothes and even books specifically to either boys or girls
Claim, consumer demand this to make shopping decisions easier

4. So, does it really matter?
Children learn through play
Stereotypes reinforce outdated gender roles
4 year olds choose occupations typical for their gender (Trice & Rush, 1995)
Boys are particularly critical of male peers’ interest in non-traditional boys roles
Pre-adolescent girls show more restricted choice of future career aspirations (McMahon & Patton, 1997)
22% of boys thought they had to do well in school as they will have to provide for a family (Tinklin et al., 2005)
Girls higher aspirations in schooling doesn’t translate into occupational choices (Schoon et al., 2007)

6. Play matters Gendered toys take away opportunities
They over-emphasize focus on appearance for girls, on rough action play for boys
Toys are not trivial, so isn’t marketing

7. Let toys be toys – for girls and boys
Campaign launched in 2012, asking retailers to take down “boys” and “girls” signs
14 retailers changed their signage, 60% reduction in UK stores
8 publishers committed to not releasing new girl/boy labelled titles
Let clothes be clothes challenges gender stereotypes in children’s clothing