Document Type : Original Article
Authors
1
PhD student of Art, Faculty of Art, University of Tarbiat modares, Tehran, Iran.
2
Assistant professor, Department of Counseling, Faculty of Psychology, University of Eqbal Lahoori, Mashhad, Iran.
3
Master of Music, Department of Music, University of Ferdows, Mashhad, Iran.
Abstract
Introduction
In contemporary times, urban spaces function not only as physical environments but also as interactive and informal learning settings that play a significant role in children's socialization. Among the most influential components of these spaces are murals, sculptures, visual symbols, and other urban elements, all of which carry substantial cultural, educational, and identity-based significance. These visual representations can convey both overt and implicit social messages that shape children's understanding of fundamental concepts such as gender roles, personal identity, and their place within society.
Theoretical framework
Given that preschool-aged children are in a critical developmental period for the formation of self-concept and social identity, the way gender is represented in public spaces can significantly affect their perceptions, emotions, and interpersonal relationships. While extensive scholarly attention has been devoted to the role of family, media, and educational institutions in the construction of gender identity, the influence of public spaces and urban visual elements—particularly murals and pictorial representations—has received considerably less empirical focus. This study, therefore, addresses the central question: How do children perceive and interpret gender representations in urban spaces? And further, how do these perceptions contribute to either reinforcing or disrupting the development of their gender identity?
Accordingly, the primary aim of this research is to explore the lived experiences and interpretations of children aged 4 to 6 regarding public urban environments, with a focus on murals and other visual elements, and to analyze how these representations shape the formation, reinforcement, or transformation of their gender identity. The study specifically seeks to identify supportive (developmentally beneficial) and harmful (psychosocially detrimental) themes embedded in the visual landscape of urban environments from the perspective of young children.
Methodology
This research employed a qualitative methodology grounded in descriptive phenomenology, a foundational approach in qualitative inquiry that aims to capture and interpret individuals' lived experiences of a specific phenomenon. In this study, the objective was to achieve a deep, multi-layered understanding of children’s experiences and interpretations of gender representations in urban visual culture. The study population consisted of preschool children (ages 4-6) residing in Mashhad, Iran. Participants were selected through purposeful sampling, with attention to diversity in gender, social background, and cultural context. A total of 21 children (10 girls and 11 boys) with adequate verbal and social interaction skills were included.
Data collection was conducted through semi-structured interviews, carefully tailored to the children's developmental levels. Interviews were facilitated using visual prompts—real-world examples of murals, sculptures, and urban imagery—to stimulate discussion. The children were encouraged to describe and reflect on what they saw, how they felt about it, and what meanings they assigned to the images. The interview questions were simplified and developmentally appropriate to elicit genuine expressions of subjective experience. The data were analysed using Colaizzi’s seven-step phenomenological method, which allows for the extraction of significant statements, formulation of meanings, and clustering of themes. Emphasis was placed on accuracy, coherence, and faithful representation of participants’ lived experiences.
Result and discussion
The analysis revealed that urban murals and visual elements significantly influence children’s perceptions of gender roles. The findings fell into two overarching categories: supportive themes and harmful themes.
1. Supportive and Enabling Themes:
Non-stereotypical representations: Children exposed to diverse, non-traditional portrayals of gender (e.g., girls engaged in technical activities or boys caring for others) demonstrated a more flexible and creative understanding of gender roles.
Enhanced self-esteem and gendered self-efficacy: Children who encountered empowering images of characters from their own gender reported greater feelings of self-worth, competence, and social inclusion.
Social development and acceptance of difference: The presence of diverse gender representations contributed to more inclusive attitudes, enabling children to become more accepting of non-conforming or unconventional gender expressions.
2. Harmful and Inhibiting Themes:
Reinforcement of gender stereotypes: In environments dominated by highly traditional representations (e.g., girls as nurses, boys as heroes), children showed a strong tendency to reproduce gender stereotypes and restrict their own aspirations accordingly.
Devaluation of gender diversity: Some children reacted to non-traditional images with dismissiveness, ridicule, or aversion, indicating the early internalization of discriminatory or exclusionary attitudes.
Premature sexualisation: In some instances, visual elements focused on body image or beauty ideals led to surface-level gender identification and increased anxiety about physical appearance.
Cognitive dissonance and identity conflict: When children's personal experiences clashed with the gender messages in public visuals, they experienced confusion, anxiety, and internal conflict regarding their gender identity.
Conclusion
The findings of this study suggest that urban murals and visual elements function as a double-edged sword in the formation of children's gender identity. When thoughtfully designed with developmental sensitivity and cultural inclusivity, these elements can serve as powerful cultural and educational tools, promoting a healthy gender identity, boosting self-esteem, and expanding children’s understanding of gender roles. Conversely, inconsistent, stereotypical, or insensitive representations in public visual culture can reproduce harmful gender norms, devalue diversity, and undermine individual identity development. This highlights the urgent need for a critical reassessment of how gender is represented in public urban spaces.
Accordingly, urban planners, environmental graphic designers, and cultural and educational institutions must adopt a more intentional, gender-sensitive approach to designing public spaces. The use of visual symbols that reflect gender diversity, equality, and mutual respect not only improves the quality of the urban environment but also plays a crucial role in cultivating a generation of children with a healthier, fairer, and more humanistic understanding of gender. It is recommended that future research further investigate the roles of other environmental factors, such as playgrounds, urban advertisements, and architectural design, in either reinforcing or disrupting gender identity development, to inform more integrated, child-centered urban policy strategies.
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