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Introduction
The production of reality television (TV) is growing continuously since Candid
Camera (1948 as cited in Holmes & Jermyn, 2004) was first produced in 1948. The
fact that reality TV is cheaper to produce than dramas and comedies is good news to
producers. This happens partly because there are no expensive professional stars
salaries to be paid during the production (Brown, 2005). The growing popularity of
reality TV among viewers has resulted to increasing competition among television
networks. To fulfil viewers demands as well as increase networks profit, numerous
types of reality shows are produced such as dating, law enforcement, makeover,
documentary style, talent searches, spoofs and reality game show.
The unscripted scenes of reality shows are sometimes scenes that are partial
truth or taken out of context due to editing processes. Editing processes start from
the beginning until the last minute before these shows are aired and the images that
appear on TV are solely the decisions of the editors and producers. The participants
in reality shows have no control over how they are being portrayed and a lot of them
are women who choose to be there. The female participants in reality shows are
commonly subjected to negative judgements by the viewers as fame seekers and
gold diggers. Some of the participants behaviours or language use might not reflect
who they are. This is further supported by Brown (2005) who said that she was
frequently surprised to see how the people whom she had known on set had been
portrayed on TV as they lacked colour and depth.
This leads to the question of what is real in reality shows. Although teenage
viewers are aware that things are not as they seemed, they become avid fans of this
genre especially young girls. Some of them even go to the auditions to be the
participants of these shows. According to Hiltbrand (2004), one of the reasons why
reality shows perform well with young viewers is because they present issues of
relationship and rejection which resonate with them. Like most viewers, these
teenagers do not watch TV through a critical eye and they are being exposed to
biased gender portrayal especially towards the female sex.

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The media reflects the norms and contemporary culture in our society and
according to Singhal and Rogers (1999, as cited in Ward & Harrison), we are
educated by the entertainment media, even if unintended by the source and
unnoticed by the audience. Thus the portrayal of women in reality TV deserves to be
researched. The research aims to find out how are women being portray in reality
shows and women are expected to be depicted in a biased way in these shows.

Literature Review
A few studies have been done to ascertain how women are being portrayed on
different types of reality shows. Martinez-Shephard (2006) conducted a study to
examine the representations of American women which include Caucasians, African
Americans, Hispanics and Asians in prime time reality shows in the United States of
America (USA). Martinez-Shephard (2006) found out that the minority women like
African American, Hispanic and Asian are underrepresented and when represented,
they are negatively depicted. For example, in the many seasons of The Apprentice,
only one season features an African American and one season features a Hispanic
woman. The African American woman is depicted as problematic while the Hispanic
woman is depicted as less intelligent compared to others (Martinez-Shephard, 2006).
This finding should be treated seriously although is conventional.
On the other hand, Lupica (2006) looked at the first reality show that achieved
number one in rating in the USA which is Survivor. Lupicas (2006) research aims to
look for stereotypes of women. The data collected are the entire episodes in Survivor
resulting to her extensive and detailed findings. The findings are categorised into four
major themes; negative characteristics, positive characteristics, playing the game
and survival (Lupica, 2006). One interesting finding is that the women of the island
could disregard their femininity for a more prominent aspect of life. For example they
are not concern with their appearance at all because the most important thing for
them at the moment is to survive (Lupica, 2006). It reinforces the fact that gender is
socially constructed and thus changeable.
Being in-residence psychologist in one of the popular reality shows has
motivated Brown (2005) to conduct an exploratory study of women portrayal on
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reality shows. She examined multiple episodes of several reality shows, the shows
related chat rooms and both official and unofficial websites of the shows. While
acknowleging that the sampling is not systematic nor can it be considered a formal
research, Brown (2005) presented significant themes in reality show. She claimed
that strong women are considered bitches, older women and threachery women are
much more successful, women of colours are better represented on non-reality
shows and women will be girls when dealing with conflicts ( Brown, 2005).
A research project by Yeasmin and Shafin (2009) is somewhat unique
compared to the other three studies mentioned above in terms of the setting and data
collection. Yeasmin and Shafin (2009) looked at the issues related to the treatment of
women in talent searches reality shows in India not the USA. The data collected for
this study consists of two sets. The first data is the analysis of the judges comments
on contestants performance and the second data is the analysis of a survey
completed by twenty Access Academy students. Generally, the judges are found to
use degratory words towards the girls like stupid, arogant and bitchy (Yeasmin &
Shafin, 2009). The survey revealed that the public believe that the girls in Indian
reality shows are exloited to increase the popularity of the show instead of helping
them to fulfill their dreams.
Martinez-Shephard (2006), Lupica (2006), Brown (2005) and Yeasmin and
Shafin (2009) looked at reality shows of similar subgenre reality shows in their
researches. The shows are also not dominated by any gender. On the contrary, this
research involves women dominated and various subgenres reality shows. Thus, this
research is needed to find out whether the findings of other researches are
consistent or not with reality of different subgenres . It also discusses educational
implications unlike other researches that give general implications.

Research Design
The data collected for this research consist of four subgenres reality shows.
Different subgenres allow for a variety of data collection. Three episodes are chosen
for each show and they are watched through online streaming. They are Beauty and
the Geek Australia Season 1 (episode 1, 2 and 3), The Bachelor Season 15 (episode
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3, 4 and 12), The Real Housewives of New Jersey Season 2 (episode 3, 5 and 9)
and Wife Swap U.S.A Season 6 (episode 11, 13 and 14). All of these shows are
imported Parental Guide Recommended (PGR) classified shows and all episodes are
randomly selected. Wife Swap U.S.A Season 6 is currently on air every Friday on
Prime from 9:35-10:35 p.m. Except for The Bachelor Season 15, the other two shows
were aired on New Zealand TV. Even though The Bachelor Season 15 is not aired in
New Zealand, there had been previous seasons aired.
Beauty and the Geek Australia Season 1 is a reality-game show inwhich eight
beautiful women and eight accomplished men are selected and paired together to go
through different challenges every week; one for the beauties and one for the geeks.
Including their couples, the beauty and the geek who win the challenges are safe
from ellimination. They also have to name which pair to be sent to the elimination
room wherein the pairs compete to stay on the show.
The Bachelor Season 15 is a dating show with one bachelor gets to choose
his future wife among 25 women. After these women have been on a group or
individual date with the bachelor, the bachelor must choose a specific number of
women to stay on the show once a week. The women who do not receive a rose
from the bachelor during the rose ceremony will be eliminated from the show. On the
other hand, The Real Housewives of New Jersey Season 2 is a documentary style
reality show. The camera operators follow a group of housewives on a daily basis
and record the events and conflicts around them.
Last but not least is Wife Swap U.S.A Season 6 which is a lifestyle change
reality show with an objective to expose families to various perspectives in lives by
swapping the wives for two weeks. Normally two extremely different families are
chosen for each episode. During the first week of the swap, the wives have to follow
the rules and the running of the swap family and during the second week, they get to
be in charge.
Discourse analysis has been applied in this study by identifying the dominant
discourses asociated with women on reality shows. The notion of discourse in this
study refers to an idea (in simple words) or what Gee (1996) defined as a socially
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accepted association in ways of using language, other symbolic expressions, and
artifacts, of thinking, feeling, believing, valuing and acting that can be used to
identify oneself as a member of a socially meaningful group.
A few focus questions are developed to analyse the data. The questions are:

Is there a standard for female beauty?

What kinds of activities they are engaged in?

How are they dressed?

What are the characteristics of women that are being emphasised?

How are the female characters in the show being positioned?

Is there any prominent depiction of patriarchal gender role?

Are the moral standards expected of women higher than the men?

Occurrences that answered these questions are recorded while watching specific
episode. When the data have been fully gathered (all episodes have been watched),
the commonalities between the focus questions and its answers were filtered and
recorded for the second time leaving out the less significant questions.

Findings
Although the reality shows are of different types, they are all a form of
heteronormativity normalising and privileging the heterosexual relationships in the
society (Warner, 1993). None of homosexual relationships are portrayed. Male and
female participants are coupled together to go through challenges in Beauty and the
Geek Australia, a single man is given the privillage to date twenty five women in The
Bachelor and heterosexual marriages are portrayed in The Real Housewives of New
Jersey as well as Wife Swap.
The language used by the male characters to describe the female characters
is stereotypical and sometimes derogatory. In the final episode of The Bachelor,
Brads family favour Emily compared to Chantal because she is extremely sweet and
poise whereas Chantal is outgoing and adventurous. The first episode of Beauty
and the Geek already emphasises the stereotypical language and perception of
blonde women who relied on their looks rather than on intelligence. After introducing
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himself to the female participants, Corin said that he never saw so much peroxide in
his life despite the fact that he is a chemist. During the debate between Kent and
Shanna in episode thirteen of Wife Swap on how the children should spend their
time, Kent said to Shanna that she does not have the intellectual ability to debate him
as she keeps stressing the fact that they are just children and they children should
have fun. Perhaps these remarks will not appear on TV should it be used by a
woman when talking to a man.
The discourses
This section discusses the findings in terms of the identified dominant discourses
associated with women in reality shows analysed.
Women as commodities
The body of female participants and how they are dressed in the reality shows
is emphasised regardless of the response they received from male participants. The
young women observed in Beauty and the Geek Australia and The Bachelor dress
provocatively giving viewers the impression that they are the shows commodities
exploited to increase popularity and ratings. Whether they are wearing dresses or
jeans with tops, most of the time, their clothes are tight-fitting and revealing. High
heels and heavy make-up are also put on. A few activities are planned to get them to
wear bikinis.
In episode two of Beauty and the Geek, the male participants have to learn the
art of massage and each man gets to massage every female participants. During the
massage the female participants have to wear bikinis revealing their ideal bodies.
One of the male participants, Nathan commented that it is not what he sees everyday
but he does not mind seeing it every day. Here the bodies of female participants are
treated as objects of males sexual desire. In all three episodes of The Bachelor, the
women have to wear evening dresses, make-up and high heels during the rose
ceremony during which they are positioned to wait for the bachelor to offer a rose to
them. It is ironic to see them well dressed since normally people will dress smartly for
happy occasions. The rose ceremony is far from happy. It is a stressful ceremony to
all the female participants.

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On the other hand, women dress code can create dispute in The Real
Housewives of New Jersey and Wife Swap. Danielle makes an unreasonable
demand on her daughter, Christine by asking her to start wearing eight inches high
heels in episode three of The Real Housewives of New Jersey. Christine feels
dissatisfied with her mother and clearly states that she will not do it.

Her

dissatisfaction grows when her mother keeps nagging at her when she practices for
catwalk with the instructor. Finally she asks her instructor to send her mother out of
the room. This dispute is real to them however absurd it is for some people to think
that high heels can cause such dispute. The producers were probably pleased with
this turn of event. After all, what could be more dramatic than a quarrel between
mother and daughter?
In episode fourteen of Wife Swap featuring the conservative Cyboran family
and superheroes couple Owen-Ladino, Shanti Owens superhero costume is
critiqued by her swap husband because it is too revealing. She is asked to change
into what he considered a proper outfit which later creates a quarrel between the two
where they agree to disagree. This deliberate pick of extremely different personalities
by the producers is to create real stakes between participants in the show that can
make it more interesting to the viewers (Alexander, 2004).
Women as shallow individuals
The women in Beauty and the Geeks and The Real Housewives of New
Jersey are often depicted as shallow mainly concerning with their physical
appearance instead of other things. In Beauty and the Geeks, the female participants
are depicted as lacking language proficiency and general knowledge. For example, in
the first episode when Jenna appears in front of the camera for her interview, she
describes the other couples as her components instead of opponents. Although
there is a possibility that it is a slip of the tongue, this wrong word is repeated twice
like a broken record to emphasise her mistake. However uninformed one could be
about astronomy, it would be difficult to accept that there are people who do not know
the name of our planet. In episode three before the astronomy challenge, Elise asks,
Earth is another planet is it?

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Women as materialistic individuals

In the first episode of Beauty and the Geek when they were told that the
reward for the show is $100000.00, Elise said that she could buy forty pairs of
Christian Louboutin shoes if she wins. What makes this interesting is that she did not
think of anything else on how to spend the money like pursuing her studies, buying
life insurance or starting a fund. In episode three of The Real Housewives of New
Jersey, Teresa thought that giving everything that her child wants is the way to show
her love. She spends $1965.80 buying clothes and accessories for Gias birthday
party. She jokes with Gia saying that she is the one who should be working to buy all
the clothes and she just laughs when the girl replies that she is too pretty to work.
Women as emotional individuals
Crying scenes are present in all reality shows analysed. These scenes present
women as emotionally weak. It strengthens the long existing unwritten social rule that
women are emotional and it is acceptable for them to cry because it is who they are.
However it is not acceptable of the opposite sex, at least not in public or in this case
on national TV. For shows with elimination like Beauty and the Geek and The
Bachelor, all the eliminated women cry during their final on-camera interviews. In The
Real Housewives of New Jersey, Caroline cries when she told her husband that she
feels lonely with the children growing up and he is always working. Also in Wife
Swap, the wives often cry whenever they quarrel with their swap husband or if things
did not go the way they are accustomed to.
Women as spiteful individuals
The group of women in The Real Housewives of New Jersey are depicted as
spiteful towards other people and each other. In episode 5 Danielle purposely brings
uninvited guests to a charity event. When she enters the hall, she found out that
there is no special table provided for herself and her friends. She plays victim telling
her friends that they purposely did this to her by leaving out the fact that she did not
even inform the management team that she will bring other people to the event. They
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were furious and left even after the management team had prepared a table for them.
In the same episode, insensitive and spiteful Teresa appears with Dina criticizing
Danielle by saying that she is a textbook sociopath and a prostitution whore. These
behaviours of deliberately making other people seem bad and saying whatever one
wish in public is definitely not good examples to young viewers.
Women as the ultimate cooks, carers and cleaners
The patriarchal gender roles are specific to the married women in The Real
Housewives of New Jersey and Wife Swap. In order to embrace hegemonic
masculinity (Mac an Ghaill, 2000 as cited in L. Smith, personal communicattion,
September 20, 2011), the male characters subjected the female characters to
conservative gender roles as the ultimate cooks, carers and cleaners. Teresa in
episode three of The Real Housewives of New Jersey complains that her husband
wants dinner to be ready on the table at 5:30 p.m even though he always arrives
home at 8:20 p.m. Later she admits that she and Joe live an old fashioned life but in
a cute way, as if she is consoling herself.
The traditional gender roles are also evident in all the three episodes of Wife
Swap but it is most prominent in episode eleven featuring Stewart and Cathrea
families. Harry Cathrea gives no attention his son because he spends most of his
time training his professional golfer daughter. His wife, Raylene has to take six jobs
to support the family especially her daughters career. On top of that, she also has to
do all the chores at home while Harry sits on the couch watching TV. When Harry
was asked to comment about this, he said that cleaning is gender related and women
are better cleaners, cooks and carers. He also reasons why he should do the chores
because it is already being done by someone else. Harry is forced to change his bad
habit during the swap. When the crew comes back to see whether they have
changed after the experience, they reported that Harry did spend time with his son
but whether he helps his wife with the chores goes unreported. It is obvious that this
traditional gender role issue is treated as secondary in this show. The fact that
Raylene did not fight when she is being oppressed by her husband is really
troublesome.

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Implications for Education

Based on the findings of this research it is alarming to think of what are the
effects it has on the younger generations. In this twenty first century, the media plays
an important part in our lives. It is undeniable that the media is one of the sources
that has the power to influence our young girls beliefs and attitudes towards body
image, sexual relationships and gender role.
Most of the female characters in Beauty and the Geek and The Bachelor are
thin and teenagers might think that being thin is healthy which is not necessarily the
case. Studies indicate that greater media use or greater exposure to specific genres
such as fashion magazines is associated with stronger awareness and endorsement
of the thin ideals (Borzekowski et al., 2000 as cited in Ward & Harrison, 2005). With a
man dating and making physical contact with twenty five women throughout The
Bachelor, young viewers have the potential to develop negative impression towards
relationships. This is further supported by Haferkamp (1999 as cited in Ward &
Harrison, 2005) who found out that greater exposure to and involvement with
sexually oriented genre is associated with stronger endorsement of negative or
dysfunctional beliefs about relationships. According to Potter and Chang (1999 as
cited in Ward & Harrison, 2005), greater exposure to specific genre is associated with
viewers assumptions about the distribution of real-world roles. Thus, if young viewers
are consistently exposed to patriarchal gender roles as in The Real Housewives of
New Jersey and Wife Swap, they might assume that cleaners, carers and cooks are
roles exclusive to women.
Due to the negative impacts the media has on young viewers, perhaps it is
time to introduce Media Studies to the primary school curriculum to expose children
about the media and to be media wise at an early age. Currently, Media Studies in
New Zealand Education is only available in secondary schools. New Zealand Ministry
of Education seems to agree with Jowell (2006 as cited in New Zealand Ministry of
Education, 2011) who said that a child's ability to evaluate television programmes
critically and understand new technologies will become as important as Mathematics
and Science.

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Teachers could facilitate all students regardless of gender in developing critical
media literacy by watching and critiquing some reality shows in the classroom. This is
possible to be conducted in primary schools because text is an entity that carries
meanings

and

communication,

not
July

nesessarily
14,

written

2011).

Thus

materials

(S.

conversations,

Sandretto,

personal

pictures,

posters,

advertisements, films and even reality shows can also be considered as texts.
Teacher could follow the same guideline of critical literacy suggested by Sandretto,
Tilson, Hill, Upton, Howland and Rae Parker (2006). According to Sandretto et al.
(2006), critical literacy classroom practice should involves supporting students to
become aware that:
texts are social constructions;
texts are not neutral;
authors draw upon particular discourses (often majority discourses) and
assume that readers will be able to draw upon them as well;
authors make certain conscious and unconscious choices when constructing
texts, which means that all texts have gaps or silences and particular
representations within them; and
texts then have consequences for how we make sense of ourselves, others,
and the world.

Lastly the Ministry of Education could also establish an educational TV or

apply for partnership with existing educational TV channel like KidZone24.
KidZone24 is currently accessible with a subscription of Sky TV; a pre-pay television
broadcasting service in New Zealand. This channel could be made free to viewers if
a partnership is to happen. The Ministry of Education could also supervise and
suggest beneficial educational TV programmes to this channel. Additionally, both
party could cooperate to create a programme to teach media literacy to young
viewers. This could prevent the mainstream media from providing viewers with
selective versions of the world rather than direct access to it like what Buckingham
(2003) claimed.

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Conclusion
In conclusion, sexism is still exist in the media as past studies has proven.
Regardless of the subgenre, reality shows are not spared from portraying women in a
biased way. The shows that have been analysed are Beauty and the Geek Australia
Season 1, The Bachelor Season 15, The Real Housewives of New Jersey Season 2
and Wife Swap U.S.A Season 6. Three episodes from each show are analysed using
discourse analysis. All are a form of heteronormativity (Warner, 1993) normalising the
heterosexual relationships. None of homosexual relationships are portrayed. The
language used by the male characters to describe the female characters is
stereotypical and sometimes degrading.The dominant discourses associated women
in the selected reality shows are women as commodities, women as shallow,
emotional, materialistic and spiteful individuals as well as women as the ultimate
cooks, carers and cleaners.
We need a wider range of discourses for women in the media especially in
reality TV as there are different kinds of women in our society albeit the media
choose not to portray them. Members of the society should also bear in mind that this
issue is everyones concern not just the female population. This study is not
conclusive and sweeping generalisation cannot be made because there are a variety
of reality shows and genres produced from time to time to be considered. Adding to it
is the nature of this research and time constraint. This research is done to complete
the requirement of EDUC 318 Gender Issues in Education which is offered to 300levels University of Otago students in semester two 2011 and students are required
to conduct researches that require no ethical consent.

Reflective Commentary
EDUC 318 Gender Issues in Education made me to be more familiar with
feminism as well as the New Zealand education system. I learnt the history of
feminism which sprouted in the 1960s. I get to learn about the policy of New Zealand
Education and sometimes compare it with Malaysian education system. Theoretically
every curriculum is designed to meet the needs of its stakeholders. The inclusion
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every group regardless of gender, ethnic group and socio economic status has been
lined in New Zealand curriculum . However, the implementation is of another matter.
Taking this course also exposes me to the current gender issues in education
particular to New Zealand as well as in general. For example, the issue of boys and
minority group like Maori being shortchange in the system, biased sex education and
many more. They add to my motivation to be a good and inclusive teacher. When
looking through these issues firstly I need to form an opinion about them; whether
they are true in my context or not. The perspectives and opinion of others especially
the students are important at this stage. If it is then I need to address this issue in my
future pedagogy.
This course has thought me to be critical when looking at texts as they are not
neutral. Texts can be many things as long as they carry meanings. I also learnt to
look at certain issues through various perspectives for better understanding. I try to
apply what I learnt in this course when coducting my research project. For example,
since text is influenced by the authors perception, I try to be careful in expressing my
ideas to avoid unsubstantiated claims and stereotypes when presenting this research
to the whole class and when writing it.
Conducting a research project on gender issues has made me realised that
gender inequality is still dominant in our society today. My research has exposed me
to the biased treatment that women receive from the media especially in reality
shows. As a future teacher, I play an important role to educate our youngsters
towards change and in this context to educate them to be media wise.

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