RESEARCH PROPOSAL

GENDER STEREOTYPES IN LITTLE WOMEN: A FILM ANALYSIS OF

THE MAIN CHARACTER

Rhenaya

220512501040

ENGLISH LITERATURE

FACULTY OF LANGUAGE AND LITERATURE MAKASSAR

STATE UNIVERSITY

2024

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 Table of Contents

Table of Contents .................................................................................................... 2

CHAPTER 1 ........................................................................................................... 3

INTRODUCTION .................................................................................................. 3

A. Background of Choosing the Subject ......................................................... 3

B. Research Question ..................................................................................... 7

C. Objective of The Research ......................................................................... 8

D. Significance of the Research ...................................................................... 8

CHAPTER 2 ......................................................................................................... 10

Review of Related Literature ................................................................................ 10

A. Theoretical Background ........................................................................... 10

B. Theoretical Framework ............................................................................ 19

CHAPTER 3 ......................................................................................................... 22

Research Method ................................................................................................... 22

A. Research Design ..................................................................................... 22

B. Source of Data ........................................................................................ 23

C. Data Collection Procedures ................................................................... 24

D. Techniques of Data Analysis .................................................................. 25

REFERENCES...................................................................................................... 28

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 CHAPTER 1

INTRODUCTION

A. Background of Choosing the Subject

The term “literature” is used to describe content that is written and sometimes

spoken. With regard to the notion of "literature", Esther Lombardi (2024, p.1)

explained that literature as a derived from the Latin word, which is the same,

literature means "writing formed with letters and usually refers to works derived

from the imagination, including poetry, drama, fiction, nonfiction, and sometimes

journalism. Literature is a work that uses beautiful language to describe ideas that

cannot be spoken and then put into a literary form, such as poetry, painting, music,

theater, or drama. This explanation demonstrates that literary masterpieces are not

created in a vacuum. The process of authors trying to develop works that can

illustrate educational principles with enjoyable aesthetic creations is one that fosters

the birth of literary works with a variety of themes and parts of people's lives.

This is consistent with the middle perspective, which sees literature as an

open forum, where people can speak actively and freely, and “a flow of ideas that

is sorely missed by writers and consumers of samizdat in a closed society.” It also

corresponds to the low perspective, which sees literature as entertainment,

amusement, or anodyne, and judges it by how far it promotes or hinders human

happiness. According to W. W. Robson (2011), these correspondences are

important because literature-or even a single work of literature-can be all of these

things.

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 Talking about literature, of course, cannot be separated from culture.

Literature represents the culture and traditions of a language or society, therefore

literature continues to change and develop. In one of Eliot's works, he describes the

metaphor of culture as something that must grow. You cannot build a tree, you can

only plant it, care for it, and wait for it to grow. Once it has grown, you should not

complain if you find that from an acorn comes an oak tree instead of an elm tree (T.

S Eliot, 1960). This means that culture does not grow suddenly, it develops over

time to form its art, customs and religious beliefs. Like Eliot (1960) said on his book

Christianity and Culture, culture can be anatomised, as a human body can. He also

gave another example showing that, just as a human being is a collection of various

parts that make up his body, culture is also a collection of arts, traditions, and

religious beliefs.

It cannot be denied that culture functions as a framework that shapes, defines

and influences our understanding of aspects of life, one of which is gender. Gender

is culturally constructed. According to Judith Butler (2004) Gender is the

mechanism by which notions of masculine and feminine are produced and

naturalized, but gender might very well be the apparatus by which such terms are

deconstructed and denaturalized. Gender is at the core of our world. People who

want explanations and justifications for what is happening welcome any evidence

that our social world is connected to the biological world. Gender is not something

we born with, and not something we have, but something we do (West and

Zimmermann, 1987) – Something we perform (Butler, 1990). Gender is so inherent

to our social practices and our understanding of ourselves that we can hardly put

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one foot in front of the other without considering gender. Although most of us rarely

realize it in our daily lives, our own gender performances and our perceptions of

others shape most of our interactions.

Gender stereotypes are beliefs about the characteristics that are linked with

and acceptable in male and female activities (Brannon, 2017). A stereotype is a

method of understanding, which works through classifying individual people into a

group category (Nasrullah, 2017, p.1). What worries us most are negative,

inaccurate and unjustified stereotypes, based on the definition of gender and

stereotypes as “generalized images” of social groups. However, it is the negative,

inaccurate and unjustified stereotypes that worry us the most (Schneider, 1996).

Stereotypes exist throughout society, not just in the minds of individuals. This is

important for an adequate understanding of stereotypes.

Gender stereotypes in movies are often found in several genres. Not

infrequently this issue also becomes a conflict for a character in stories such as

novels and movies. This is because gender stereotypes are very influential on

society and individuals. As in films that take place in medieval times, where gender

inequality is very detrimental and cornered its victims (women). society often

unconsciously treats someone based on their gender. Even today, there are still

literary works that still raise the issue of Gender stereotypes due to cultural and

social influences on their views on gender. That's why gender stereotypes are an

issue that is always around us.

In every society, gender norms and stereotypes play a crucial role in shaping

individual identities and social roles. Just like in the film "Little Women," a classic

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work written by Louisa May Alcott that has been adapted into various films, it

offers a mirror for our understanding of how gender stereotypes are created and

maintained in different social contexts. The film covers various topics, not only

femininity but also masculinity. The film Little Women is one of many films that

address gender stereotypes. The gender stereotypes in this film have distinct

personalities and characteristics. While “Little Women” depicts the past, its

messages and stereotypes remain relevant and often resonate in a modern context.

As more and more films are shaped by the same standards and norms, it is important

to evaluate how classics like “Little Women” can influence our views on gender

roles. By analyzing this film, this research will provide relevant insights for

contemporary discussions on gender equality and media representation.

Little Women, a Western film set in the late 19th century, provides an

alternative representation of gender for both men and women. However, some

inherent traits of the main character in this film, "Jo March," have been criticized

for seemingly not aligning with and even opposing traditional gender stereotypes.

This is what makes the character Jo March interesting to study. Through the analysis

of the main characters in the film, we can explore how gender stereotypes are

enacted and maintained, and how they affect the audience's perception of the roles

and expectations of women. This also contribute to our understanding of how

gender stereotypes can be maintained or changed through film narratives.

The film "Little Women," directed by Greta Gerwig, is a modern adaptation

of the classic novel by Louisa May Alcott that is widely recognized. This film offers

a new perspective on the life and struggles of the March family in the late 19th

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century. One important aspect of this film is the representation of gender

stereotypes embodied in the main character, Jo March. The character Jo March is a

symbol of strength and women's independence in a patriarchal social context.

However, despite its portrayal of a character that challenges traditional gander

norms, the film also represents a number of deep-seated gender stereotypes.

This research has given the availability of extensive data and literature

regarding the film “Little Women,” as well as its film adaptations that allow for

comparative analysis. Moreover, This study can be written due to many supporting

factors from the object used, such as narrative analysis and cultural criticism, can

be conducted with existing resources, including access to the film and supporting

texts. By utilizing a multidisciplinary approach, this research can also be conducted

by considering aspects of literature, history, and media theory. While many

previous studies have addressed other aspects of the film, an in-depth analysis of

gender stereotypes in the main characters provides a new and fresh perspective. By

exploring how characters like Jo March reflect and challenge gender stereotypes,

this research will add to our understanding of gender dynamics in classic film

narratives and contribute to the modern dialogue on gender representation.

B. Research Question

The main question that arises in this research is: "How does the film 'Little

Women' represent gender stereotypes through the character Jo March and how does

this representation influence our understanding of gender roles society?

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To answer this question, this study will explore some of the following sub-

questions:

1. How are gender stereotypes explained by the main character Jo March in the

film Little Women?

2. What are the effects of gender stereotypes on the main character Little Women

film?

C. Objective of The Research

To answer the question above, two solutions will be carried out with the

objectives of the research that will be mention below:

1. Examine how the main character either uphold or challange traditional gender.

2. Explore the depiction of gender stereotypes in Little Women

D. Significance of the Research

The reslut of this research is significant input in the study of social class in

literature. It also become the pricious finding in literature of movie. as it contributes

to the ongoing discourse on gender representation in media, particularly in film.

Little Women is a story that has been adapted multiple times, with each adaptation

reflecting the social and cultural attitudes of uts time. By analyzing the 2019 film,

this study provides insight into how contemporary cinema interprets and prtrays

gender roles.

Understanding in the depition of gender stereotypes in Little women can

help to illuminate broder trends in the representation of women in modern media.

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This analysis is particularly relevant in a society that continues to grapple with

issues of gender.

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 CHAPTER 2

Review of Related Literature

A. Theoretical Background

Sociology is the scientific study of society, social relationships, and the

structures that shape human behavior. According to Giddens (2009), this study

examines patterns of social behavior, interactions, and overall structures that affect

the way a person lives and interacts with society. The aim of the discipline is to gain

an understanding of how various social variables, including culture, economics, and

politics, affect individuals and groups. According to Durkheim (1982), sociology is

the study of the social facts and institutions that help society to be strong and stable.

The focus is on how these social structures influence social patterns and behavior.

Weber (2019), on the other hand, focused on the subjective meaning attached

by individuals to their actions, proposing that sociology should consider the

personal interpretations that guide individual behavior in a social context. The main

function of sociology is to investigate and explain social patterns and power

dynamics within society. Merton (1968) introduced the concepts of "manifest

function" and "latent function," highlighting how actions and social structures can

have both direct and indirect effects on society. The goal of sociology is to enhance

understanding of how social structures influence individual behavior and how

social changes affect broader communities.

Along with a deep understanding of sociology regarding social patterns and

power dynamics, gender studies also become crucial in analyzing how attributes

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and social roles related to gender shape individual experiences and social

interactions. Gender refers to the social, cultural, and psychological attributes and

roles associated with being male or female, which are distinct from biological sex.

Butler (1990) defines gender as a performative construct, emphasizing that gender

identity is not a fixed trait but rather something that is continuously enacted through

social practices. This perspective challenges the traditional binary view of gender

and highlights the fluidity and variability of gender roles. The study of gender

encompasses various disciplines, including sociology, psychology, and cultural

studies, each offering different insights into how gender influences and is

influenced by social structures.

West and Zimmerman (1987) introduce the idea of "doing gender," which

refers to the everyday activities through which individuals enact and reinforce

gender norms. This concept underscores that gender is not just a personal identity

but a socially constructed role that is perpetuated through interactions and societal

expectations. Gender roles are institutionalized in various social institutions, such

as family, education, and the workplace, shaping individuals' experiences and

opportunities.

Gender stereotypes are predefined notions and generalized beliefs about the

attributes, roles, and behaviors deemed appropriate for individuals based on their

gender. Eagly and Wood (1999) define gender stereotypes as widely held but

oversimplified and generalized beliefs about the characteristics and behaviors of

men and women. These stereotypes categorize individuals based on their gender

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and often dictate how they are expected to act, which can lead to rigid role

expectations and perpetuate gender inequality.

The study of gender stereotypes involves examining how these beliefs are

formed, maintained, and challenged within various social contexts. Bem (1981)

introduced the concept of "gender schema theory," which explains how individuals

internalize gender stereotypes from an early age and use these schemas to interpret

and organize information about gender roles. According to Bem, these schemas

influence how people perceive themselves and others, reinforcing traditional gender

roles and expectations. Stereotypes are characterized by dimensions such as warmth

and competence. This helps understand how stereotypes are applied to different

gender groups and how they affect social interactions and perceptions.

Sex role are the roles and behaviors traditionally expected of individuals

based on their biological sex. Parsons (2013) defined sex roles as societal

expectations tied to one's physical sex characteristics, which dictate what behaviors

and responsibilities are considered appropriate for men and women. These roles are

often rigid and reflect historical and cultural norms about masculinity and

femininity.

The social and behavioral standards that people are expected to adhere to by

society depending on their gender identity are known as gender roles. The "gender

schema theory," first proposed by Bem (1981), contends that people internalize

gender roles from a young age and use these schemas to comprehend and negotiate

their social environment. Gender roles influence how people view themselves and

relate to others by including a broader range of expectations and actions than just

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biological sex. Examining how societal norms and expectations affect behavior and

social roles is a key component of studying these issues. In their discussion of the

idea of "doing gender," West and Zimmerman (1987) stress that gender roles are

constantly reinforced by society expectations and are enacted via everyday

encounters. Connell (1987) further explores how gender roles are linked to power

dynamics and societal structures, contributing to the maintenance of gender

hierarchies.

Understanding how social norms internalize and reinforce gender roles has a

significant impact on how society understands femininity and masculinity as

cultural constructs. A characteristic or attribute linked to women or their place in

society is called femininity. A variety of viewpoints that examine the roles,

portrayals, and experiences of women in society are included in feminism theory.

Feminism offers critical instruments in the field of film studies for analyzing the

representation of power dynamics, the construction of gendered narratives, and the

portrayal of female characters. The argument put out by feminist film theory is that

because movies frequently mirror and reinforce gender stereotypes and cultural

conventions, it is critical to examine how women are portrayed in movies (Mulvey,

1975).

The study of gender stereotypes in "Little Women" film adaptations makes

use of a number of interrelated theoretical frameworks from gender studies,

feminist film theory, and adaptation theory. The underlying framework for studying

how female characters are portrayed on film comes from Laura Mulvey's seminal

work on visual pleasure theory. Laura Mulvey (1975) featured concept of the "male

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gaze" and its impact on character portrayal are particularly noteworthy. This

theoretical framework is especially pertinent when analyzing the ways in which

various directors have tackled the character of Jo March in their respective versions.

Building on this framework, Teresa de Lauretis's (1987) research on gender

technology provides important new understandings of how film serves as a medium

for gender identity construction and representation.

De Lauretis's framework is especially pertinent when analyzing how Jo's

character challenges traditional gender representations through both narrative and

visual elements. (Butler, 1990) theory of gender performativity offers another

critical theoretical component, providing tools to analyze how Jo's behavior and

actions both highlight or challenge traditional gender norms in the nineteenth-

century setting. This viewpoint is enhanced by feminist literary theory by Sandra

Gilbert and Susan Gubar (1979), especially their notion of the "anxiety of

authorship," which is remarkably relevant to Jo's persona as a female writer defying

patriarchal literary conventions. Mulvey's theory assumes particular significance

when one considers how female directors, intentionally challenge the norms of the

male gaze in order to present a more complex and powerful image of women.

The theoretical foundation for the adaptation component of this study is found

in Linda Hutcheon's (2006) extensive work on adaptation theory, which highlights

the significance of historical and cultural context in examining the interpretations

and adaptations of literary works by various historical periods. Robert Stam's

(2005) thoughts on film adaptation—particularly his observations on how

sociocultural circumstances affect adaptation decisions—complement this

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paradigm. Carroll Smith-Rosenberg's (1986) analysis of gender in Victorian

America, particularly her work on separate spheres ideology and female

relationships, informs the historical context of gender roles and provides important

background information for comprehending the social constraints that Jo's character

must overcome. Nancy Armstrong's (1987) theories on domestic fiction further

illuminate the political and social implications of nineteenth-century women's

literature, offering valuable insights into the broader cultural significance of "Little

Women" as both a novel and its subsequent adaptations.

Through Mary Ann Doane's (1987) work on female spectatorship,

contemporary perspectives on gender representation are integrated. These works

offer contemporary frameworks for comprehending how modern adaptations

reinterpret historical gender roles for contemporary audiences. A thorough

examination of the representation, refutation, and reinterpretation of gender

stereotypes in the many "Little Women" cinema adaptations is made possible by

this theoretical synthesis, which also takes into account the historical background

and current feminist debate. Together, these theoretical frameworks allow for a

nuanced analysis of the various approaches taken by different eras and directors in

representing gender through Jo March's character, taking into account both the

historical limitations of the original setting and the changing perceptions of gender

roles in modern society.

Teresa de Lauretis's (1987) work on the technology of gender offers crucial

insights into how cinema functions as a mechanism for constructing and

representing gender identities. When examining the ways in which Jo's character

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subverts conventional gender stereotypes through both narrative and visual

components, De Lauretis's theory is particularly useful. Her theory that gender is

the result of diverse social technologies explains why different film adaptations

capture the shifting perceptions of gender roles across time. This theoretical

approach is especially useful for analyzing how the narrative structure, costume

design, and cinematography choices in each adaptation affect how gender

stereotypes are constructed or destroyed.

Feminist cinema critique by E. Ann Kaplan (2000), which offers resources

for examining how various directing decisions impact the portrayal of female

characters and their agency. When analyzing how different versions manage Jo's

authorial voice and creative expression, Kaplan's work on the female voice in film

is very pertinent. Additionally, a framework for examining how visual and narrative

codes in various adaptations establish or deconstruct traditional gender norms is

provided by Teresa de Lauretis's (1984) earlier work on semiotics and gender. This

thorough theoretical framework allows for a nuanced analysis of the ways in which

gender stereotypes are represented, contested, and reinterpreted in the various

"Little Women" film adaptations, taking into account the historical limitations of

the original setting as well as the changing perceptions of gender roles in modern

society.

Media archaeology theory, as developed by Jussi Parikka (2012), provides a

framework for understanding how digital-age adaptations relate to their historical

antecedents. This offering insights into how modern filmmaking techniques

influence the representation of historical narratives. These perspectives are

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particularly relevant when analyzing how Gerwig's non-linear narrative structure in

the 2019 adaptation creates new meanings through contemporary storytelling

techniques.

Gender stereotypes are commonly found in character depictions, story

developments, and thematic components of both literature and movies. According

to Kite, Deaux, and Haines (2008), stereotypes frequently present men as forceful,

independent, and career-focused, whereas women are portrayed as nurturing,

emotionally expressive, and relationship-focused. Character development and

viewer perception can be greatly impacted by these preconceptions, which have the

power to either subvert or reinforce societal biases through portrayals that are

provocative. The impact of gender stereotypes on audience perception is

particularly relevant in film studies. As Wood (1994) argues, media representations

play a crucial role in shaping and perpetuating societal views on gender. Therefore,

analyzing gender stereotypes in film characters not only provides insight into the

cultural context of the film's production but also offers a window into the potential

societal impact of these representations.

A methodical framework for examining the growth, inspiration, and

importance of characters in cinematic stories is offered by film character theory.

Eder, Jannidis, and Schneider (2010) emphasize the importance of understanding

characters as complex structures that are formed by narrative structure, visual

representation, and interpretation by the audience. Character analysis in film studies

frequently entails looking at a variety of elements, including relationships,

language, actions, and character arcs. Character involvement is first introduced by

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Smith (1995) that contends that viewers develop quasi-social bonds with characters,

which affects viewers' emotional and mental reactions to the movie.

Gender representation and film character theory overlap especially in the

analysis of movies such as "Little Women." It enables scholars to investigate the

ways in which character development, story arcs, and audience reaction are

impacted by gender stereotypes and society expectations. This intersection offers a

wealth of material for research, particularly when thinking about how characters

could adhere to, defy, or question conventional gender stereotypes.

Gender role theory, stereotype research, and film character analysis must all

be combined in a comprehensive analysis of gender stereotypes in fictional

characters. Lauzen's (2021) annual studies on gender representation in top-grossing

films provide significant information on the prevalence and nature of gender

stereotypes in contemporary cinema. These studies frequently highlight enduring

disparities in gender-based narrative agency, dialogue distribution, and character

representation.

When using this framework to analyze "Little Women," it's important to take into

account both the modern perspective used in the film adaptation and the historical

background of the original work. Hollinger (1998) highlights the conflict between

historical accuracy and contemporary sensibilities and provides insights into the

difficulties of translating feminist issues from classic literature to the big screen.

The following factors should be taken considered while analyzing gender

stereotypes in "Little Women" characters:

1. Character development and arcs

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2. Narrative dialogue and agency

3. Cinematography and visual portrayal

4. Character interactions and relationships

5. Subversion or reinforcement of period-specific gender norms

These elements shared, showing how they contributes to a comprehensive analysis

of gender representation in the film. It also emphasizes the significance of your

study by relating this analysis to more general conversations about gender in

literature and movies.

B. Theoretical Framework

Several earlier studies concerning and experience the same field of work are

discussed in the presentation of this study. The analysis of a literary work with the

study cites a focus on its major character analysis. Some research concepts,

techniques, and theories are presented in this work. As a result, the author will

highlight each point in the schematic below and explain it below:

Depiction of
Gender Stereotypes

Film character

Adaptation Gender Gender Stereotype

theory Studies theory

sociological theory

Figure 3 Techniques of Theoretical Framework

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 Before arriving at a conclusion regarding the representation of gender

stereotypes in Little Women, it is essential to outline key theoretical frameworks

that will serve as the foundation for this analysis. To understand how gender

stereotypes manifest in the film, the author has identified several key theories that

will form the basis of this analysis to reach a conclusion and prove that the movie

Little Women contains gender stereotypes. To gain a better understanding of how

gender roles are constructed and portrayed in the movie, the author will use

sociological theory to investigate how societal norms influence character

development. Then, film character theory will be used to connect these societal

influences to how gender roles are portrayed in the main character, with a special

emphasis on how society's expectations of women affect the character's overall

behavior and actions.

In addition, gender stereotype theory will be essential to discover and analyze

the specific gender roles and stereotypes that are reinforced or challenged in the

story. The author will explore how the portrayal of these stereotypes may differ

across different adaptations of Little Women by considering society's evolving

views on gender. Then, Gender Studies will provide a comprehensive

understanding of how these gender constructions are embedded in cultural and

historical contexts, which will deepen the analysis of gender dynamics in the film

and its characters. By incorporating Adaptation Theory, the author will explore how

the portrayal of these stereotypes may differ across different adaptations of Little

Women. Through this interconnected approach, the author seeks to address the core

20
questions of this research, providing valuable insights into the cultural implications

of gender stereotypes in the film.

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 CHAPTER 3

Research Method

A. Research Design

Because this research aim to examine and explore gender stereotypes in the

main characters of the Little Women film, the author applies a qualitative approach.

The author uses this method to provide an in-depth understanding of human

behavior, and has flexibility in implementation in various settings and individuals,

while often producing new hypotheses that can be tested further in research. Several

theoretical frameworks above have been discussed to support the value of this

research, which will be combined into a structured conclusion related to the main

problem of gender stereotypes.

According to Denzin and Lincoln (2011), a qualitative approach offers a rich

contextual understanding that enhances insights into the phenomenon depicted in

the movie “Little Women” and its wider implications. Therefore, it is crucial to

explore how the movie reflects and challenges social norms around gender. By

using a qualitative approach, research can uncover complex patterns and themes

associated with gender roles, providing a deeper understanding beyond description

and allowing for a more in-depth analysis of character dynamics.

The purpose of this qualitative study was to create a thorough narrative of the

main character's experiences in relation to gender stereotypes. This qualitative study

is different because of its focus on detailed stories told in easy-to-understand

language, which allows for a clearer understanding of complex issues. Compared

22
to other methods, this type of study allows researchers to stay connected to their

data, which encourages a more in-depth exploration of the research subject

(Sandelowski, 2000). This process of thorough analysis is essential for exploring

aspects of gender representation in film narratives.

B. Source of Data

The data source for this research is on Official Netflix, the movie Little

Women. Little Women is a 2019 film adaptation of Louisa May Alcott's work

directed by Greta Gerwig. Cast members such as Saoirse Ronan, Emma Watson,

Florence Pugh, and Laura Dern participated in this version. It specifically presents

the lives and struggles of the sisters Jo March and March as the main leads, in a

way that resonates with today's audience.

Several key factors prompted this research, including the positive praise and

popularity of the movie; both resulted in numerous award nominations and had a

significant cultural impact, especially on the debate about gender roles. “Little

Women” is an interesting subject to study because it provides a strong message

about women's freedom and the difficulties they face. In addition, the movie's fresh

narrative style and rich character development provide an interesting backdrop for

an investigation into how gender stereotypes are portrayed and countered. This

research is valuable in discussions about gender representation in cinema as there

has been little formal analysis of the film and most of its criticism has focused on

surface-level reviews.

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C. Data Collection Procedures

In order to produce this research, the author collected data through content

analysis which is used to analyze content in the form of videos, images,

communications with data collection procedures as below:

determine &
locate data Collecting Data
sources

Analyzed Present the

findings

Figure 3 Techniques of Theoretical Framework

1. Determine and access data sources from Netflix Official Site to watch the

movie Little women, both the latest version and previous adaptations,

especially scenes involving the main character.

2. Watch the movie Little women carefully and focus on each team especially

those involving the main character to understand the context of the story and

character development towards gender stereotypes.

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 3. Take notes on dialog or statements and save certain scenes/images especially

of the main characters that are relevant to gender stereotypes to identify

certain patterns or themes.

4. Gather additional information from several relevant sources including

articles, book/E-book, and journlas that help provide a broader context.

5. Analyzing as a whole includes integrating data from several categories to be

analyzed in the film by comparing aspects of gender stereotypes found in the

film Little women.

6. Drawing conclusion based on the analysis that has been done.

D. Techniques of Data Analysis

There are three main stages of data analysis proposed by Miles, Huberman, and

Saldana (2014) will be used in this study: data condensation, data display, and

drawing and verifying conclusions. The following is an explanation for each stage:

Step 1: Step 2: Step 3:

• Data • Data • Conclusion
Reduction Drawing and
Display Verification

Figure 3 Techniques of Data Analysis

25
a. Data Condensation (data reduction)

The first step is to reduce the data; this means selecting, simplifying, and organizing

relevant information from the film Little Women. This data will be selected based

on gender stereotypes, such as conventional gender roles and emotional

expressions. Data that is irrelevant or does not fit the focus of the research will be

ignored, so that the author only has important information that can be used to

analyze.

b. Data Display

Data is presented in a matrix or table with categories of gender stereotypes, scene

descriptions, dialog, and brief analysis after being reduced. The purpose of this

presentation is to facilitate the author's understanding of the patterns and

relationships between categories in the movie narrative. In addition, this table or

matrix helps to see the data as a whole, making it easier to find patterns of gender

stereotypes in the main characters.

c. Conclusion Drawing and Verification:

Conclusion drawing and its verification is the final step. The author will make

conclusions about how gender stereotypes are displayed and, if any, how the main

characters in the movie challenge those stereotypes based on the data that has been

reduced and presented. To ensure consistency and validity of the results, the author

will re-examine the data and analysis to ascertain whether the patterns found are in

26
line with the research objectives and whether the data presented are strong enough

to support the conclusions.

27
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