Who Said Woman Was Not Meant to Fly? Teaching Girls to Deconstruct Gendered Media

Media continues to reproduce gender stereotypes that shape adolescents’ identities, aspirations, and opportunities. This qualitative case study, grounded in Feminist Media Theory, examines how media deconstruction activities supported five middle school girls in critically interpreting gendered advertising. Through guided analysis of commercials, participants identified patterns of symbolic annihilation, unequal double standards, and humor masking inequities, while also recognizing resistant texts that promoted inclusivity and empowerment. Video observations and interviews revealed how the girls articulated both the personal and societal consequences of stereotypical portrayals and positioned themselves as active, critical viewers. Their reflections highlight the emotional toll of repeated exposure to gendered media, as well as the empowering effect of inclusive alternatives. Findings demonstrate that feminist-informed media deconstruction, when embedded in collaborative learning environments, fosters critical consciousness and media agency. This paper calls for integrating such approaches into middle school digital literacy curricula to align with broader gender-equity goals in education.

Feminist Media Theory, media deconstruction, gender stereotypes, middle school

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