Beauty Is Good Character Analysis

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Beauty is good” stereotype
Through, Dion, Berscheid, and Walster’s investigation of the casual relationship between physical appearance and sexual identity, and these concepts relation to social interaction, the “beauty is good” stereotype was developed. According to Dion et. al, the “beauty is good” stereotype is the idea that “physically attractive individuals possess more favorable personality traits than unattractive individuals thereby leading to more happier fulfilled lives” (1972:289). Dion et. al research (1972) showed that physical attractiveness stereotypes exist and less attractive persons personality traits are unfavorable compared to physically attractive persons. Hence, Dion e.t al research attempted to determine if a physical
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For instance, Belle (Beauty and the Beast) is an intelligent heroine, who is adventurous and ambitious. Belle’s character differs from other characters like Gaston, whose ideals focus more on the beauty of others above all other attributes. Consequently, her community ostracizes Belle because she does not fit in with the morals of her community. Specifically, Belle’s fictional community does not support women engaging in the arts and humanities for personal pleasure. Similarly, all the leading characters except for the Beast are physically attractive, which leads others to assess their personalities as being favorable based on their attractiveness. The Beast was a monster because of his lack of beauty, and the Beast remained ugly until his encounter with Belle, which lead to the pair falling in love. Furthermore, the Beast was able to transform into a physically attractive character after uniting with Belle. Thus, female characters are labeled with the “beauty is good” stereotype more than male characters because of their gender, and women become more concerned with different beauty …show more content…
In a study conducted by Wohlwend (2009), Wohlwend focused on interactive play between young girls who were avid Disney princess fans. Wohlwend wanted to assess the gendered identities associated with popular films and franchised Disney toys. In Wohlwend’s study, children who played with dolls during interactive play were girls and boys. The girls outnumbered the boys 3 to 2; however, boys were still present during the interactive play. The two boys who participated in the interactive doll play were teased by other male classmates (Wohlwend 2009). Additionally, the boys were often excluded from the princess play themes as oppose to being invited to play with other generic classroom dolls (Wohlwend 2009). In addition, as the girls played and wrote about different Disney princess dolls, they reproduced gender stereotypes found in commercial media (Wohlwend 2009). Prior to the study, Wohlwend coded groups based on the classroom of five and six year olds preferred interests, and her study focused on the group of children who were avid Disney princess fans. From Wohlwend’s study (2009), we can conclude, that children will adopt different roles as well as identities based on their interaction with groups they identify

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