ABSTRACT
Rinayati, Isnaini Ainun. 2017. Gender Stereotypes Reflected in Louisa May Alcott’s Little Women. Thesis. English Department, Faculty of Arts and Humanities, State Islamic University of Sunan Ampel Surabaya.
Advisor : Abu Fanani, S.S., M.Pd
Little Women tells about the struggle of the four March sisters named Meg, Jo, Beth, and Amy in facing their life. The main character of Little Women is Josephine who turns into a woman in a society in America during Victorian age. The aim of this research is to analyze how the character of Josephine March and
gender stereotypes portrayed in society in Louisa May Alcott’s Little Women.
This study which the writer conducts is using descriptive method. In this method, there are two types of data source, namely primary and secondary data source. The primary data source is the novel and the secondary data is other materials related to the study. This study is using New Criticism and Stereotype theory. The result of the study shows the following conclusion. Firstly, based on the analysis it shows that the character of Josephine March is tomboy and reacts with impatience to the many limitations placed on women and girls. She hates romance in her real life, and wants nothing more than to hold her family together. She is short-content, domestic, familial, illogical, emotional, stick persistently to the tradition and manner. In contrast, men are stereotyped as powerful, active, brave, worldly, logical, rational, independent, individual, able to resist temptation, tainted, ambitious, and sphere in public. Thirdly, Jo challenges the normative patriarchal society and she defies society at the time. In this novel described that Josephine change some stereotypes of woman at the time, such as being an independent, ambitious, powerful, active and brave.
Key words:
INTISARI
Rinayati, Isnaini Ainun. 2017. Gender Stereotypes Reflected in Louisa May Alcott’s Little Women. Skripsi. Program Studi Sastra Inggris, Fakultas Adab dan Humaniora,, Universitas Islam Negeri Sunan Ampel Surabaya.
Dosen Pembimbing : Abu Fanani, S.S., M.Pd
Little Women adalah novel yang menceritakan tentang perjuangan empat orang gadis bernama Meg, Jo, Beth dan Amy dalam menghadapi hidup mereka. Karakter utama dalam Novel ini adalah Josephine March atau Jo yang menjadi wanita dalam masyarakat Amerika selama era Victorian. Tujuan dari penelitian ini adalah untuk menganalisa bagaimana karakter dari seorang Josephine March, bagaimana bentuk stereotip gender yang tergambar dalam masyarakat pada saat itu dan reaksi dari Josephine March terhadap bentuk stereotip gender dalam
masyarakat pada saat itu dalam novel Little Women. Skripsi ini menggunakan
metode deskriptif. Sumber data utama adalah novel Little Women dan data kedua adalah materi lain yang berhubungan dengan skripsi ini. Skripsi ini menggunakan teori New Criticism dan Teori Stereotype. Hasil dari skripsi ini menunjukkan kesimpulan sebagai berikut. Yang pertama, berdasarkan pada analisis menunujukkan bahwa karakter dari Josephine March adalah tomboi, dia benci percintaan dalam hidupnya. Dia adalah gadis pemarah. Dia tidak begantung pada laki-laki serta ambisius dalam mencapai tujuannya. Dia juga seorang gadis yang terang-terangan dalam berbicara. Dia selalu mengungkapkan pendapatnya dalam
segala kondisi. Yang kedua, Little Women adalah novel yang ditulis pada era
modern, tepatnya pada abad ke 19. Abad ke 19 sering disebut dengan era Victorian. Dalam novel ini, digambarkan bahwa stereotip wanita itu lemah, pasif, bergantung pada laki-laki, tidak berambisi, kekeluargaan, emosional, berpikiran tidak logis, bergeang teguh pada tradisi dan tatakrama. Sebaliknya, stereotip laki-laki digambarkan kuat, aktif, berani, berpikiran logis, rasional, bebas atau tidak bergantung, individual, dan ambisius. Yang ketiga, Jo menentang norma
patriarkhal yang ada pada masyarakat pada saat itu. Dalam novel Little Women
digambarkan bahwa Josephine merubah stereotip wanita pada saat itu, seperti menjadi wanita yang tidak bergantung pada laki-laki, ambisius, berani, dan kuat.
Kata Kunci:
TABLE OF CONTENTS
Inside Cover ……….. i
Inside Tittle ………. ii
Declaration Page ……… iii
Advisor’s Approval Sheet ...……….. iv
Thesis Examiner sheet ...……… v
Motto ………. vi
Dedication ………. vii
Acknowledgement ………. viii
Table of Contents ……….. x
Abstract ……….. xii
Intisari ……… xiii
CHAPTER I: INTRODUCTION 1.1 Background of the Study ……….. 1
1.2 Statements of Problems ……… 5
1.3 Objectives of Study ……….. 5
1.4 Significances of the Study ……….. 6
1.5 Scope and Limitation ……… 6
1.6 Method of the Study ……….... 7
1.7 Organization of the study ………. 9
1.8 Definition of Key Terms ………. 10
CHAPTER II: LITERATURE REVIEW 2.1 Theoretical Framework ……….. 11
CHAPTER III: ANALYSIS
3.1 The character of Josephine March ……… 24
3.1.1 Josephine is tomboy ……….. 24
3.1.2 Josephine is short-tempered ……….. 28
3.1.3 Josephine is independent ……… 30
3.1.4 Josephine is jolly ………... 32
3.1.5 Josephine is ambitious ……….. 33
3.1.6 Josephine is opinionated and outspoken ……….. 37
3.2 The construction of gender stereotypes ………. 39
3.3 Reaction of Josephine to the construction of gender stereotypes ……. 41
CHAPTER IV: CONCLUSION AND SUGGESTION Conclusion ………. 48
Suggestion ………. 59
WORKS CITED ….………. 51
R i n a y a t i | 1
CHAPTER I
INTRODUCTION
1.1Background of study
Literature is one of the greatest creative and universal means of
communicating the emotional, spiritual or intellectual concerns of mankind.
Literature is as the expression of beautiful thoughts, feeling and human
experience in beautiful language. Taylor states in his book, Understanding
the Elements of Literature that literature is essentially an imaginative act,
which is an act of the writer’s imagination in selecting, ordering and
interpreting life experience (1). Literature provides a portrayal of human life
in writing form, which reflects the human actual experiences and contains
philosophical and moral concerns. The concept of literature was developing
into specific term. It is not aimed for entertaining purpose only but also
concerning the matter of physiological, social, historical and idea of human
beings.
Another prominent thing exists in the literature is that it may also
reflect society’s life in a particular time as De Bonald says in Wallek and
Warren in Theory of Literature that “literature is the society’s expression or
society’s ideas feelings” (95). It means that literature is life’s imitation.
Literature is depiction of the society exists at the time. Readers can learn
about the condition of the society in a particular time. It may reflect the
politics, social situation and economy condition of the society. Literature is
R i n a y a t i | 2
and society. Literature as an imitation of human action, often presents a
picture of what people think, say and do in society.
One form of literature is novel. Novel is a long narrative, normally in
prose, which describes fictional characters and events, usually in the form of
a sequential story. The word comes from the Italian novel is “novella” which
means a story or a piece of the story. Taylor stated that novel is normally a
prose work of quite some length and complexity which attempts to reflect and
express something of the equality or the value of human experience or
conduct (46). In general, a novel tells the story of the characters in everyday
life and all the nature, character and temperament.
Novel gives many themes that sometimes can be the representation of
what is happening in the particular time. Society and class are probably one
of the most interesting theme to be explored since it talks about society which
people live in. this theme may also reveal the class difference in the society
itself. It represents the way people interact in the society with others, and
makes more interesting to explore. Then, novel can also set a gender
stereotypes as a theme. According to Dictionary of Cultural Studies, “gender
is the notion of gender can be understood to be referring to the cultural
assumptions and practices that govern the social construction of men, women
and their social relations. The concept gains much of its force through a
contrast with a conception of sex as the biological formation of the body.
Femininity and masculinity as forms of gender are the outcome of the cultural
R i n a y a t i | 3
sex” (Barker 73). It means that gender is refers to the socially constructed
characteristics of women and men, such as norms, roles, and relationship of
and between groups of women and men.
Then, “stereotype is vivid but simple representation that reduces
persons to a set exaggerated, usually negative, character traits and is thus a
form of representation that essentializes others through the operation of
power” (Barker 188). Stereotype can be thought as a cognitive method or
procedure, used by our mind in order to simplify the complex barrage of
information it experiences. From this perspective, a stereotype is a method of
understanding, which works through classifying individual people into a
group category (Pilcher and Whelehan 166). It means that gender stereotype
is a generalised view or preconception about attributes or characteristics that
are or ought to be possessed by women and men or the roles that are or
should be performed by women and men.
Little Women is a novel written by Louisa May Alcott. This novel
adapted issues about gender stereotype, women’s struggle between familial
duty and personal growth.This novel is first published in 1868 and followed
by the second volume in the next year. Little Women is a novel about the
struggle of the four March sisters named Meg, Jo, Beth, and Amy in facing
their life in a family by the absence of father figure. Jo, Meg, Beth, and Amy
March are four sisters living with their mother in New England. Their father
is away serving as a chaplain in the Civil War, and the sisters struggle to
R i n a y a t i | 4
family recently lost its fortune. In the process, they become close friends with
their wealthy neighbor, Theodore Laurence, known as "Laurie." As the girls
grow older, each faces her own personal demons and moral challenges.
The main character of Little Women is Josephine who turns into a
woman in a society in America during Victorian age. To be a female is not
easy as to be a male human during that period because there are some
restricting regulations regulating women’s behaviour and even in law, women
have less power than men do. Women must be dependant on men and what
girls should do is to prepare themselves for the marriage since the aim of life
for every woman must be married. ’Jo is an outspoken tomboy with a passion
for writing. Her character is based in large part on Louisa May Alcott herself.
She does not want to be a conventional female. In her desires and her actions,
she frustrates typical gender expectations. She feels uncomfortable on herself
to be a woman. Even she rejects not to wear accessories of women and resists
the culture that women should stay at home. She looks like more masculine
than her sisters. She shows clearly the manner of a man such as putting her
hands in the pocket, sometimes whistling and even examining the heels of her
shoes in a gentlemanly manner. She does not like the life of marriage.
Though God’s destiny put her into women, but she refuses it. Jo confesses
that she is more comfortable to be a man because he thinks that a man's life is
not as complicated as women's lives.
Thus, this research is conducted to get a better understanding about
R i n a y a t i | 5
research, the writer makes analysis about how Josephine March is
characterized in the novel, how gender stereotypes portrayed in the society
and her reaction to the construction of gender stereotypes in Louisa May
Alcott’s Little Women. The character can be analyzed by personal description,
character as seen by another, speech, past life, conversation of others,
reaction, direct comment, and mannerism. This research will be focusing on
theory of stereotype with the supporting theory that is new criticism.
1.2Statement of problems
Problems that the writer would like to analyze are:
1. How is Josephine March characterized in Louisa May Alcott’s Little
Women?
2. How is the construction of gender stereotypes portrayed in the society by
Louisa May Alcott’s Little Women?
3. How does Josephine March react gender stereotypes in the society by
Louisa May Alcott’s Little Women?
1.3Objectives of study
Based on the problems, the objectives of the study are aimed for:
1. Understanding how Josephine March is characterized in Louisa May
Alcott’s Little Women.
2. Understanding how gender stereotypes portrayed in the society by Louisa
May Alcott’s Little Women.
3. Knowing how Josephine reacts to the construction of gender to stereotypes
R i n a y a t i | 6
1.4Significances of the study
A research is supposed to have significances. Those significances are
expected to give some benefits for those who read this study. It is hoped to be
useful for everyone. Here, the significances are divided in two categories
which are theoretically and practically.
Theoretically, this research will hopefully give the reader a deep
understanding about gender stereotypes and how it is applied in a literary
work. This is also expected to be useful for being a reference to whom who
need to know about the novel itself. This research can also be studied by
students, lecturers or other people who feel interested in this novel and theory
used.
Practically, this research can also be the supporting reference for every
people who want to conduct a research using this subject, especially for
students in university, lectures or researchers. It can also be a supporting
source for learning and teaching process and be useful for people who want to
know this novel deeply. Finally, this research is conducted for every people
studying literature.
1.5Scope and limitation
Every analysis needs limitation in order not to make the analysis go far
from the topic of discussion and make the analysis focus to what is being
discussed. This study will only be focused on the Novel of Louisa May
Alcott’s Little Women about the character of Josephine, the construction of
R i n a y a t i | 7
gender stereotypes in the society in Louisa May Alcott’s Little Women. In
conducting the research, the theory used must be limited. Here the writer will
limited to theory of Stereotype and New Criticism.
1.6Method of the study
1. Types of Research
In conducting this research, qualitative method is used. This
method is called qualitative method because it presents the descriptive
data, in forms of words, spoken or written by people and analysed attitudes
(Moeloeng 3). Qualitative method is done in two ways. Those are library
research and field research. Since this research will not focus on the reader
response that is part of field research, so it will apply library research. One
of the characteristics in doing library research is working through many
books, journals, articles, and other supporting references to support the
research itself. Anything including literature books, journals, and articles
related to the novel chosen that is Louisa May Alcott’s Little Women will
be used as the references.
2. Sources of data
The data sources that are taken in this research will be divided into
two categories:
a. Main data source
The primary data is the main data used as the source in
conducting the research. The data are taken from the novel itself that
R i n a y a t i | 8
b. Supporting data source
The supporting data or also called the secondary data are used
to support the main data. The data will be taken from other sources
such as the previous studies, journals, essays, articles, or any other
relevant information.
c. Method of collecting data
The method of collecting data that is used in this research is
documentation method. One prominent thing that is done is reading
the novel itself repeatedly while taking a note of the novel. The
secondary data also must be got by finding some other relevant
sources. Here are steps that are necessarily done. Those are:
a. Reading the novel many times or repeatedly.
b. Finding some other relevant sources that will be the secondary
sources.
c. Taking a note of the important parts in both primary and secondary
sources.
d. Classifying the data into some categories. They are the character of
Josephine, the construction of gender stereotypes portrayed in
society in the novel and her react the construction of gender
stereotypes in society in Louisa May Alcott’s Little Women.
e. Selecting the data by rejecting the information that are not relevant
R i n a y a t i | 9
d. Method of analysing data
This research will be focusing on a literary work, exactly the
novel. So action that can be done is by doing criticism. According to
Siswantoro, there are two methods of criticisms: evaluative criticism
and descriptive criticism (46). This research will not use evaluative
criticism because it will not give any judgment to the literary work
itself. So, descriptive criticism is used here.
In analyzing the data, at first the writer makes a list about the
data to select the proper data for this study. First, it will dig the
character of Josephine in the novel. Then, the writer will concern
about the construction of gender stereotypes in society. In this
discussion, theory of New Criticism and Stereotype in Cultural studies
will be applied to describe and to analyse the data of this research.
One prominent thing that should be remembered is the chosen theory
must be related to research problem that we have. Then, after
describing and analyzing the data, the writer will give the conclusion
from the discussion that is important to be read.
1.7Organization of the study
This study is divided into four chapters. The first chapter focuses on
the background of study, the statement of the problems, the objectives of the
study, the significances of study, scope and limitation, method of the study,
the organization of the study and last is definition of key terms. The second
R i n a y a t i | 10
theoretical framework and some reviews of related studies. The third part of
chapter in this study is about the analysis itself. Here, the focuses are on
Josephine’s character, the construction of gender stereotypes portrayed in the
society and her react the construction of gender stereotypes in society in
Louisa May Alcott’s Little Women. The last part which is the fourth chapter
will give a conclusion about the whole of discussion.
1.8The definition of key terms
To avoid any different perceptions in understanding this study, it is
considered essential to give some of definitions of key terms used here. That
is listed as follows:
Character : person in literary work; characters in book may have all
sort of link with the people we meet everyday but we only
meet them in book; character what they are like because of
the way the have been made; the kind of conversation they
have, they thinks they do, their appearances and so on are
the particular ways in which the author has chosen to
characterized (Mastering English Literature).
Stereotype : a vivid but simple representation that reduces persons to
a set exaggerated, usually negative, character traits and is
thus a form of representation that essentializes others
through the operation of power. (Dictionary of Cultural
R i n a y a t i | 11
CHAPTER II
LITERATURE REVIEW
2.1 Theoretical framework
This chapter is written to explain the theory which is used in order to
analyse the novel. To analyse it and answer the statements of problem, the writer
uses New Criticism as the main theory and Stereotype theory as the second
theory.
New Criticism is a theory of literature which has appeared since World War
II. New Criticism becomes dominant and most influential literary criticism in the
United Stated during the 1940s until 1960s (Tyson 135). This theory introduces
that in analysing the text, the researcher only needs to take a look at the work
itself. It is stated in Bressler “New criticism, this approach to literary analysis
provides readers with a formula for arriving at the correct interpretation of a text
using for the most part only the text itself” (55). Kennedy and Gioia states that in
their book entitled Literature: An Introduction to Fiction, Poetry, Drama and
Writing that analysis and the meaning of the text can be found in the intrinsic
literary features which is stated in the text itself (1508). New Critics believe that
the information and the evidence, which the readers are looking for, are provided
consist in the text. Those information and evidence will support the reader’s
interpretation when reading the text. In this theory, the background of the author,
the historical, background of the text, are useless and are not important. In New
R i n a y a t i | 12
methodology, the text should be read step by step, one by one and explicitly.
When reading the text, the researcher should take notes and mark the important
thing from the text. It can help the researcher in analysing the text because the
information is only based on the text itself.
In analysing a novel, the researcher should know about the formal
elements. Novels are an artistic unity which has elements related to each other to
build the story of the novel itself (Nurgiyantoro 22). Formal elements become the
most important part in New criticism because it can be used to formulate the
theme as the aim of New criticism. As Tyson stated in his book, what is called as
formal elements are symbol, irony, metaphor, setting, characterization, point of
view, plot, and so forth (137).
Character is described as a person who appears in a literary work. Richard
Gill in his book Mastering English Literature defines:
“A character is a person in a literary work. Characters in books may have all sorts of links with the people we meet every day but we only meet them in books. Characters are what they are like because of the way they’ve been made. The kind of conversations they have, the things they do, their
appearances and so on are the particular ways in which the author has chosen
to characterized” (127).
In fiction, the character is divided into two such as major and minor
characters. The major character which appear in fiction is usually called as a
protagonist. It is a character who always have conflict with an antagonist. The
conflict between the protagonist and the antagonist is the sense of the novel
because it can live the conflict (DiYanni 55). The major character or protagonist is
R i n a y a t i | 13
one hand, Protagonist, according to Griffith is a character that fights for
something. On the other hand, the antagonist is the opposite of protagonist.
Antagonist always related to cruel, evil and self-destruction (55). Minor character
is a character supporting the major character and the function is to illuminate the
major character. Minor character is often static or in the other word, unchanging.
It means that from the beginning until the end of the story, the minor character is
remaining the same (Di Yanni 55).
Character can also be divided into two which are round and flat characters.
Round character is the same with major character or the protagonist. The character
always changes and develops because in the novel, he or she has some
experiences (Robert and Jacobs 145). There are multiple personalities of the round
character which resemble real people. This multiple personality makes round
character difficult to understand and describe. Flat characters have one or two
personalities which are considered as stereotypes (Griffith 61). The meaning of
flat character itself is the characters which have static personalities.
Meanwhile, “Characterization is the means by which writers present and
the reveal characterization” (DiYanni 55). In characterization, the author of the
story gives their personal judgment to the character and it makes the character
live. According to Griffith, in order to develop the characterization, there are two
ways which are done by the author: directly and indirectly. In direct method, the
author gives the readers the explanation about the character by telling them what
exactly the character is like. Indirect method means that the author gives the
R i n a y a t i | 14
reader. The author shows the character’s personality through external details such
as appearances and through the character’s thoughts such as speech (61-62).
Analysing the characterization makes the writer know how hard the character
makes effort in her life to reach a better life. Characterization gives the writer
explanations that the character has a strong characterization which can make them
reach what they want.
According to Murphy, there are nine ways to analyse a character:
a. Personal description
Personal description of a character is appropriate to consider.
Outer appearances such as body, face, and clothes can describe a
character further. Murphy stated that the author can describe a
person’s appearances and clothes (161).
b. Character as seen by another
The characters described through the opinion by others. Murphy
said that instead of describing a character directly the author can
describe him through the eyes and opinions of another, the reader gets,
as it were a reflected image (162).
c. Speech
Speech is the way people know about the characteristic through
R i n a y a t i | 15
author can give us an insight into the character of one of the persons in
the book through what that person says.
d. Past life
By learning about a person’s past life, author can give some clues
to identify a person’s personality. Murphy argues by learning the
reader learn something about a person’s past life the author can give
us a clue to events that have helped to shape a person’s character
(166).
e. Conversation of others
Through the conversation to other, the reader can get the clues by
the thing they say about him or her. Murphy adds that the author can
also give us clues to a person’s character through the conversations of
other people and things they say about him. People d talk about other
people and the things they say often give as a clue to the character of
the person spoken about (167).
f. Reactions
The author can identify the character personalities by the way they
react in some conditions. Murphy tells that the author can also give us
a clue to a person’s character by letting us know how that person
R i n a y a t i | 16
g. Direct comment
The author shows the reader about the character in a frontal way.
Murphy explains that the author can describe or comment on a
person’s character directly (170).
h. Thoughts
The author gives direct knowledge of what a person thinking
about. Murphy says the author can give us direct knowledge of what
person is thinking about (171).
i. Mannerisms
The author can give the readers clues about a person’s personality by
describing their manner of habit. Murphy shows that the author can
describe a person’s mannerisms, habits or idiosyncrasies which may
also tell us something about his character (173).
This study also uses secondary theory to support the analysis. Theory of
stereotype is appropriate to explore the character in this study. Gender
stereotype is discussed in Cultural studies. Sardar states in his book,
Introducting Cultural Studies that Cultural studies is the study about culture,
that relate to the entire of art, belief, institutions and communicative practices
of cultural member or social group. Culture is that complex whole which
includes knowledge, belief, art, morals, law, customs, and other capabilities
and habits acquired by man as a member of society (Sardar, 4). According to
Raymond William, one of founders of Cultural studies, he stated that culture
R i n a y a t i | 17
of the institutions which express or govern social relationship, the
characteristic of forms through which members of the society communicate.
Cultural studies does not have a clearly defined subject area. Cultural studies
functions by freely from social science, and all branches of humanities and the
arts. It appropriates theories and methodologies from anthropology,
psychology, linguistics, literary criticism, musicology, political science, art
theory, philosophy. The concept of a stereotype was introduced into social
science in 1922, when Lippman used it to describe the „typical picture’ that
comes to mind when thinking about a particular social group (Macrae 23).
A stereotype can be thought as a cognitive method or procedure, used
by our mind in order to simplify the complex barrage of information it
experiences. From this perspective, a stereotype is a method of understanding,
which works through classifying individual people into a group category
(Pilcher and Whelehan 166). This stereotype means that men and women need
to follow their specific gender roles in order to be socially accepted. Gender
roles have forced society to form a stereotype of what the “perfect woman” and
“perfect man”should be. People base this “perfect woman and man” off of
what they see in magazines, television shows, advertisements, music, and art.
Gender and gender role refers to society's idea of how boys or girls or men and
women are expected to behave and should be treated. A display of gender, as
with a gender role, represents a public manifestation of gender identity. It can
be said that one is a sex and one does gender; that sex typically, but not always,
R i n a y a t i | 18
one's ears. The statement above clarifies that sex is visible and gender is
invisible. It can also be meant that sex is biologically type which is created by
God while gender is socially constructed because of the presence of gender
roles, a stereotype has been created.
Gender stereotypes is a generalised view or preconception about
attributes, or characteristics that are or ought to be possessed by women and
men or the roles that are or should be performed by men and women. Gender
stereotypes can be both positive and negative, for example; “women are
nurturing” or women are weak”. A stereotype is harmful when it limits
women’s or men’s capacity to develop their personal abilities, persue their
professional careers and make choices about their lives and life plans. Both
hostile or negative or seemingly begin stereotypes can be harmful. It isnfor
example based on the stereotype that women are more nurturing that child
rearing responsibilities often fall exclusively on them (Joseph 7).
Gender stereotypes consist of belief about the psychological traits and
characteristic of, as well as, as the activities appropriate to men or women.
Gender roles are defines by behaviours, but gender stereotypes are beliefs and
attitudes about masculinity and feminity. The concepts of gender stereotypes
tend to be related, when people associate a pattern of behaviour women and
men they may overlooked individual variations and come to believe that the
behaviour is inevitably associated with one gender but not their. Therefore,
gender roles furnish the material for gender stereotypes. Therefore, the history,
R i n a y a t i | 19
impact of gender on people’s life. In the book entitled Gender Stereotypes :
Masculinity and Feminity, Lewin says;
“Before 19th
century, most people lived and worked on farms where men and women worked together. The industrial revolution changed the lives majority of people in Europe and North America by moving men outside the home to earn money and leaving women at home to mange household and children” (Joseph 161)
This separation was unprecedented in history, forcing men and women to
adapt to different environment and roles. The women and men have their
separate areas influence. For women, the areas influence are home and children
and men areas includes work at the outside. Joseph also writes “the 19th
century idealization of women also had implication for men, who are seen as
the opposite of woman in under of ways. Women were passive, dependent,
[ure, refined and delicate. Men were active, independent, coarse and strong”
(162).
Traditionally, the female stereotypic role is to marry and have children.
She is also to put her family's welfare before her own: be loving,
compassionate, caring, nurturing, being sympathetic and finding time to be
sexy and feeling beautiful. The male stereotypic role is to be the financial
provider. He is also to be assertive, competitive, independent, courageous,
career focused, hold his emotions in check, and always initiate sex. These sorts
of stereotypes can prove harmful such as they can isolate individual expression
and creativity, as well as hinder personal and professional growth. If men and
women do not follow these certain characteristics, they are often shunned and
R i n a y a t i | 20
embrace the outcome or reject it. There are three contributions to develop
gender stereotyping that are stereotyping in families, stereotyping in education
system and stereotyping in media.
a. Stereotyping in families
In this area, gender stereotyping is practiced by adults to influence their
children to do appropriate or inappropriate behavior based on the gender.
This part explains that parents have more important role to teach their
children about gender role. So, the children will understand their role as a
girl or boy.
“Research within the field of gender studies has examined the
presence of gender stereotyping in key agencies of socialization, such as families, the education system and the media. For example it is through the application of sex role stereotypes by adults, especially parents, that infants and children learn what is deemed appropriate or
in appropriate behaviour for their sex” (Pilcher and Whelehan 167)
b. Stereotyping in education system
Teachers and works consider woman as a mature and discipline
person. On the other hand, boy is aggressive and lack of discipline. As the
result, the teacher should pay more attention to the boys to keep the order
in the classroom maintained.
R i n a y a t i | 21
c. Stereotyping in media
There are types of stereotyping that based on the domesticity and
sexuality. In media stereotyping, women are categorized as housewives
and sexual objects, and domestic role in jobs. A woman’s job reflected
their role such as take care the house.
Research on gender stereotyping in the media also suggests that femininity is routine associated with domesticity and sexuality. In a classic study, Tuchman (1981) examined media depictions of
American women from 1950s onwards. He findings were that women were stereotyped either as sexual objects, or as housewives, or in jobs which were reflections of their domestic or caring role (Pilcher and Whelehan 167)
2.2 Review of Related Studies
In this study, there will be presented some researchers who did the
discussion on Louisa May Alcotts’s Little Women and other discussions
related to the study. It includes the theory used in this study.
Louisa May Alcotts’s Little Women itself has been used by Gayuh
Putri Pertiwi, the research attempted to explain about humanity and morality
reflected in Louisa May Alcott’s Little Women. The result of this research
shows that the author delivers the moral message that humanity and morality
values are important in social life, because it can make the harmonious
relation between one and the others and based on the sociological analysis, it
is evident that in this novel, the author reflects the social realities of the
R i n a y a t i | 22
people have a good relations with others. The author also criticizes about the
Civil War.
The research using Feminism theory has been done by Retno
Wulandari, entitled “Feminism Seen in Louisa May Alcott’s Little Women”.
The result of this study shows that feminism appears through the four main
characters; Jo, Amy, Meg, and Beth; they are all women the feminism is
reflected through the main character’s roles in society. Jo, the one whose
behaviour shows the clear description of feminist characteristic, holds the
view of domestic, liberal and equal-right feminism. Amy, who uses her
feminine charms to gain social status, holds the equal-right and liberal
feminism view. Meg, who concerns on domestic life, holds the view of
domestic feminism view. Beth is the one who does not include in the three
kinds of feminism-liberal, equal-right, domestic feminism. Although she does
not hold a certain kind of feminism, she still considers as a feminist because
she desires to have one just as her three other sisters.
Another research was conducted by Agustin Dwi Ratnaningrum, this
study talked about the effects of civil war on families in Louisa May Alcott’s
Little Women. The major problem of this research is how the effects of Civil
War are reflected in the novel based on Sociological approach. The result of
this research shows the relationship between the novel and social reality in
American society. In the novel, Louisa May Alcott describes how the effects
R i n a y a t i | 23
also describes how Civil War influences the life in America through social,
economic, political, cultural, religious, science and technology aspect.
The research using Stereotype theory has been done by Olivia
Christine Suhendro for the thesis entitled “Stereotype of an Ideal Woman as
Challenged through Polly Milton’s Characteristics in Louisa May Alcott’s An
Old Fashioned Girl”. This study attempted to analyse how the characteristics
of Polly Milton are described in the novel and how Polly Milton challenges
that stereotypes in the novel. The result of all analysis after answering those
two problem formulated problems shows that Polly Milton’s characteristics
can be seen from her personal description, other’s opinion, her own speech,
conversation of others, author’s comments and author’s thoughts. From those
ways of character analysis, the reader can see that Polly is a shy and modesty
fashioned girl. Also, she is strong, mature, cheerful, responsible, caring, and
well educated person. Polly finally realizes that her characters do not match
with the stereotype in fashionable city. In that city, glamorous things become
very important for woman of nobles. In defending her principles, Polly
challenged the stereotype in fashioned city.
Those previous studies mentioned above are quite different with the
study conducted here. What makes it different is that this analysis will deeply
give the analysis about the character of Josephine March characterized in the
novel. Then this will also attempt to explain about the construction of gender
stereotypes portrayed in the society and her reaction to the construction of
R i n a y a t i | 24
CHAPTER III
Gender Stereotypes Reflected in Louisa May Alcott’s Little Women
In the study focuses more to find out the answer of the question
formulated in the research questions before. Firstly, by using theory of New
Criticism, the analysis attempts to find out the character of Josephine March in the
Louisa May Alcott’s Little Women. Then, by using theory of Stereotype is applied
to know about the construction of gender stereotypes portrayed in the society and
her reaction to the construction of gender stereotypes in Louisa May Alcott’s
Little Women.
3.1 The character of Josephine portrayed in Louisa May Alcott’s Little Women.
In this case, the writer would like to explain Josephine March as the
main character in Louisa May Alcott’s Little Women. She is the second
eldest of the four March sisters. As described by Alcott in the novel;
3.1.1 Josephine is tomboy
The author describes the physical characteristic of Jo. She is tomboy.
She hates being a girl and does not want to be a conventional female. It can
be seen from the quotation in the first chapter;
R i n a y a t i | 25
appearance of a girl who was rapidly shooting up into a woman and didn’t like it.” (7)
The quotation above clearly shows that Josephine is fifteen years
old when the story begins. In her desires and her actions, she frustrates
typical gender expectations. She feels uncomfortable on herself to be a
woman. When the story begins, she is lying on the floor of the living
room in her home. This is typical tomboy position.“Christmas won’t be
Christmas without any presents, grumbled Jo, lying on the rug” (1).
Even she rejects not to wear accessories of women and resists the culture
that women should stay at home. It can be seen in this quotation below;
Jo immediately sat up, put her hands in her pockets, and began to whistle.
„Don’t, Jo. It’s so boyish! „That’s why I do it.’
„I detest rude, unladylike girls!’ „I hate affected, niminy-piminy chits!’
„Birds in their little nests agree,’ sang Beth, the peacemaker, with such a funny face that both sharp voices softened to a laugh, and the „pecking’ ended for that time. „Really, girls, you are both to be blamed,’ said Meg, beginning to lecture in her elder-sisterly fashion. ’You are old enough to leave off boyish tricks, and to behave better, Josephine. It didn’t matter so much when you were a little girl, but now you are so tall, and turn up your hair, you should remember that you are a young lady.’ (5).
Besides, she called Josephine, a feminine name but she goes to be
masculine sounding Jo. Her name is the first and clearest indication of
her rebellions, she shortens the properly Victorian Josephine into the
more pleasingly boyish “Jo”. It can be seen from the quotation below;
“I hate my name, too, so sentimental! I wish every one would say
R i n a y a t i | 26
She is boyish that her father has sometimes called her “son Jo”, her
father said “In spite of the curly crop, I don’t see the „son Jo’ whom I left
a year ago” (390). Jo prefers “strong words that mean something” and
declares “I hate think I’ve got to grow up, and be Miss March, and wear
long gowns, and look as prim as a China Aster! It’s bad enough to be a
girl, anyway, when I like boy’s games and work and manners! I can’t get
over my disappointment in not being a boy” (6). She matures
significantly during the first year of the story, her father notices that she
has begun to act like a young lady, no longer uses slang or lies about on
the floor. However, she will always be comfortable sitting on the ground
or surrounded by young boys, she is herself and doesn’t care what other
people think of it.
Besides, Josephine hates romance in her real life and wants nothing
more than to hold her family.
“She’ll see those handsome eyes that she talks about, and then it will be all up with her. She’s got such a soft heart, it will melt like butter in the sun if anyone looks sentimentlly at her. She read the short reports he sent more than she did your letters, and pinched me when I spoke of it, and likes brown eyes, and doesn’t think John an ugly name, and she’ll go and fall in love, and there’s an end of peace and fun, and cozy times together. I see it all! They’ll go lovering around the house, and we shall have to dodge. Meg will be absorbed and no good to me any more. Brooke will scratch up a fortune somehow, carry her off, and make a hole in the family, and I shall break my heart, and everything will be abominably
uncomfortable. Oh, dear me! Why weren’t we all boys, then there wouldn’t be any bother.” (357)
The quotation above shows that according to Jo, falling in love is
R i n a y a t i | 27
love interest, she will be drawn away from the March family and into a
new partnership that creates a different home. In chapter 23 also
mentioned that Jo regards falling in love with man can make their
affection lost or lessened “Hope the next will end better,’ muttered Jo,
who found it very hard to see Meg absorbed in a stranger before her face,
for Jo loved a few persons very dearly and dreaded to have their affection
lost or lessened in any way.” (409)
In other quotation exactly in chapter 20 also explained that Jo
admits that she really does not understand about love.
“Mercy me! I don’t know anything about love and such nonsense!’ cried Jo, with a funny mixture of interest and contempt. „In novels, the girls show it by starting and blushing, fainting away, growing thin, and acting like fools. Now Meg does not do anything of the sort. She eats and drinks and sleeps like a sensible creature, she looks straight in my face when I talk about that man, and only blushes a little bit when Teddy jokes about lovers” (355)
The quotation above shows that Jo knows nothing about love. She
admits that she really does not understand what love is like in a practical,
everyday sense. She knows that the heroines in novels act silly when they
fall in love, and that her sister does not act silly, so she assumes that Meg
is not in love. In other quotation also mentioned that Jo hates marriage
because it will break her family.
“Of course not. It would be idiotic! I knew there was mischief brewing. I felt it, and now it’s worse than I imagined. I just wish I
could marry Meg myself, and keep her safe in the family.” (356)
Jo wish intriguingly taboo, suggesting same sex desire and almost
R i n a y a t i | 28
divide the March girls, such as girl marries and becomes a wife, she will
become the center of a new family, and separate from her siblings.
3.1.2 Josephine is short-tempered
Jo has quick temper and acts impulsively. She is also quick to
apologize and the first to make peace in the event of any rivalry. She
declares that the biggest of her problem is her “dreadful temper. You
don’t know, you can’t guess how bad it is! It seems as if I could do
anything when in a passion; I get so savage, I could hurt anyone and
enjoy it. I am afraid I shall do something dreadful some day, and spoil
my life, and make everybody hate me” (75). Jo is afraid that her anger
makes her an evil person, a person who could harm another deliberately,
but in fact, there seems to be no acceptable performance of anger in the
March family. This control passion is encouraged by Mr. March when he
helps Marmee keep from “being angry nearly everyday of her life” (75).
Besides, her anger will first rise to the surface in Chapter 8, Jo
Meets Apollyon. The title of the chapter wisely refers to John Bunyan„s
allegory, in which Christian fights Apollyon, the destroyer. Indeed,
Apollyon comes to Jo in the figure of her little sister, seeking revenge.
The small child has been forced to stay at home while Jo and Meg visit
the theatre. After the incident Jo wonders if her sister would try to make
her sorry for it as apparently she usually does. Evidently, both girls do
not always get on as they should, for they are both quick of temper. It can
R i n a y a t i | 29
“Although the oldest, Jo had the least self-control, and had hard
times trying to curb the fiery spirit which was continually getting her into trouble. Her anger never lasted long, and having humbly confessed her fault, she sincerely repented and tried to do better. Her sisters used to say that they rather liked to get Jo into a fury because she was such an angel afterward. Poor Jo tried desperately to be good, but her bosom enemy was always ready to flame up and
defeat her, and it took years of patient effort to subdue it” (128)
Thus, although Jo has quick temper but she is so afraid of her
temper that she resolves to conquer it and by the end of the story she
succeeds in part. Jo always try to be better and keep calm when she is
angry. It can be seen from the quotation below;
„I will try, Mother, I truly will. But you must help me, remind me, and keep me from flying out. I used to see Father sometimes put his finger on his lips, and look at you with a very kind but sober face, and you always folded your lips tight and went away. Was he
reminding you then?’ asked Jo softly” (140)
Jo is not the only one who must learn to manage her anger, her
mother has also been forced to manage her anger. Evidently, her mother
has been fighting her anger for forty years, but she has learned to repress
her anger and she encourages her daughter to do the same, repress her
feelings. It can be seen from the quotation in chapter 8;
“I hope you will be a great deal better, dear, but you must keep
watch over your „bosom enemy’, as father calls it, or it may sadden, if not spoil your life. You have had a warning. Remember it, and try with heart and soul to master this quick temper, before it
brings you greater sorrow and regret than you have known today.”
(67)
From the quotation above shows that Marmee makes this statement
in Chapter 8 when she tells Jo that she too struggles with a quick temper.
R i n a y a t i | 30
which suggests that the appearance of a docile woman may hide turmoil
underneath. Marmee’s admission makes Jo feel better, because she
realizes that she is not the only one with a temper. At the same time,
though, Marmee’s words suggest that there is no hope for Jo, Marmee is
still angry after forty years, and perhaps Jo will be too.
3.1.3 Josephine is independent
As an independent woman, Jo declines Laurie’s marriage proposal,
as the quotation in chapter 35 “I can’t say „yes’ truly, so I won’t say it at
all” (654). She thinks that woman can do anything and whoever they
want without men. She supports her family because she is a working
woman who is able to earn off the output of her mind. According to Jo,
her first love is for her family and her initial goal is to keep her sisters,
parents, and closest friends near at hand for her entire life. She has
convinced herself that a marriage would not suit her as it ruins families “I
just wish I could marry Meg myself, and keep her safe in the family”
(319). By rejecting him, Jo stays true to her personal beliefs and
sacrifices a possibility to end her family„s poverty. She chooses
independence. Laurie is left broken-hearted and changes for the worse.
Indeed, he cannot face Jo after her rejection and leaves for Europe.
“I may be strong-minded, but no one can say I’m out of my sphere
R i n a y a t i | 31
From the quotation above, it shows that the character of Jo is
unusual character with the nineteenth century’s idea of woman’s proper
sphere. Jo is not turned into typical housewife, but she also does not get
to go out into the world and become a celebrated author or playwright.
Instead of entering the public world, she remains in the domestic one,
even though she changes it significantly.
Jo speaks these words in Chapter 13 when the March girls and
Laurie are discussing their dreams. It can be seen from the quotation
below;
“I’d have a stable full of Arabian steeds, rooms piled with
books, and I’d write out of a magic inkstand, so that my works should be as famous as Laurie’s music. I want to do something
splendid before I go into my castle—something heroic, or
wonderful—that won’t be forgotten after I’m dead. I don’t know
what, but I’m on the watch for it, and mean to astonish you all, some day. I think I shall write books, and get rich and famous; that
would suit me, so that is my favorite dream.” (265)
In contrast to the typical dreams of her sisters, Jo’s dream is
startlingly big and confidently expressed. The horses Jo wants, and with
which she is constantly compared, represent the wild freedom for which
she yearns. Significantly, Jo does not mention a husband or children in
her dream, but says she wants books and ink. This powerful statement
reaches well beyond the confines of a woman’s small living room and
R i n a y a t i | 32
3.1.4 Josephine is jolly
Josephine always jollying their sisters in every situation and makes
them happy and laugh, although sometimes it is nonsense. It can bee seen
from the quotation below;
“How ridiculous you are, Jo!’ But Meg laughed at the nonsense
and felt better in spite of herself. „Lucky for you I am, for if I put
on crushed airs and tried to be dismal, as you do, we should be in a nice state. Thank goodness, I can always find something funny to keep me up. Don’t croak any more, but come home jolly, there’s a dear.” (62)
March’s family is poor. They cannot afford presents at Christmas,
their clothes are old, and they envy the other girls that they know.
Actually they are hates being poor, one of them is Jo. It can bee seen
from the quotation in beginning of novel “Christmas won’t be Christmas
without any presents,’grumbled Jo, lying on the rug.„It’s so dreadful to
be poor!’ sighed Meg, looking down at her old dress” (2). Jo feels sad
because she cannot afford presents at Christmas.
But in other side, Jo feels happier than rich people. Early in life,
Jo and Meg along with their sisters begin to realize that possessions
cannot make them happy, even when they are really nice. It can be seen
from the quotation below;
R i n a y a t i | 33
Besides, poverty suits Jo better than wealth would, she imagines
that if she married a rich man, she might have to learn how to behave
properly and go around in society and boring stuff like that. She also
ceases to envy with rich girl and try to stay comfort in the poverty
situation. It can be seen from the quotation below;
“I am glad you are poor. I couldn’t bear a rich husband, said jo decidedly, adding in a softer tone, Don’t fear poverty. I’ve known it long enough to lose my dread and be happy working for those I love” (862)
“Wealth is certainly a most desirable thing, but poverty has its sunny side, and one of the sweet uses of adversity is the genuine satisfaction which comes from hearty work of head or hand, and to the inspiration of necessity, we owe half the wise, beautiful, and useful blessings of the world. Jo enjoyed a taste of this satisfaction, and ceased to envy richer girls, taking great comfort in the
knowledge that she could supply her own wants, and need ask no one for a penny” (472)
3.1.5 Josephine is hard worker and ambitious girl in achieving her goals.
Jo is working girl. She has a job, something a bit unusual for a
young lady with an upper class background in nineteenth century
America. Even when we first meet Jo, aged fifteen, she works as a
companion for her Aunt March. Being a "companion" to a rich old lady,
or even a rich young lady, was a common form of employment for
nineteenth-century girls who came from good families but didn't have
much money of their own. Like most companions, Jo spends time with
her employer, reads to her, does little tasks for her like winding her yarn,
and generally hangs around. This might not sound too hard, but Jo's Aunt
R i n a y a t i | 34
you so." She constantly rebukes Jo for her unladylike behaviour, and Jo
bristles under her watchful eye.
Jo eventually loses her job as Aunt March’s companion to Amy,
but she goes on to work as a governess to the children of a family friend,
Mrs. Kirke, at boarding house in New York. In this case, Jo’s
employment continues to help her take care of her family, especially her
ailing sister Beth, but it also gives her a chance to see the world beyond
the New England town where she grew up. While working this job, Jo
lands another as a contributor of sensational stories to a newspaper called
The weekly Volcano, but this is the job the finally teaches her atsome
things are not for sale including her honesty and integrity.
In another quotation mentioned that Jo decided to cut locks of her
precious hair to sell for money. She did this so her mother could afford
train fare to visit her father. It shows that Jo is a hard worker and wants to
do anything for her family.
“My dear, where did you get it? Twenty-five dollars! Jo, I hope you haven’t done anything rash? „No, it’s mine honestly. I didn’t beg,
borrow, or steal it. I earned it, and I don’t think you’ll blame me,
for I only sold what was my own. As she spoke, Jo took off her bonnet, and a general outcry arose, for all her abundant hair was cut short. „Your hair! Your beautiful hair!’ „Oh, Jo, how could you? Your one beauty.’ „My dear girl, there was no need of this.’ „She doesn’t look like my Jo any more, but I love her dearly for it!” (287)
Like Amy, Jo also has grand artistic aspirations, writing. She wants
to be writer. From the first pages it is clear that Jo is the bookworm of the
R i n a y a t i | 35
was a bookworm” (2). She loves literature, both reading and writing it.
Josephine who has a clear talent for writing, seems to excel when it
comes to passionate tales. Indeed, their little play; The Witch„s Cures at
Christmas, including exotic characters as Don Pedro, Rodrigo and Zara,
is described as the operatic tragedy, full of suspense, drama and
heightened passion. Jo loves to write and is at her best at home, with her
sisters as readers and audience. As they are all girls, Jo does not feel in
the least inferior, she is proud of her writing. When she writes for her
father, things are different, as she then labels her writing as silly little
things, that could only amuse him; I made a pome„ yesterday, when I was
helping Hannah wash and as Father likes my silly little things, I put it in
to amuse him (268).
She is very diligent in reading books, it is different with habit of
her other sisters in spending their times. It can be seen from the quotation
below;
“No,’ said Jo, „that dozy way wouldn’t suit me. I’ve laid in a heap of books, and I’m going to improve my shining hours reading on my perch in the old apple tree, when I’m not having l..” (193)
Besides, she also composes plays for her sisters to perform and
writes stories that she eventually gets published. She imitates Dickens,
Shakespeare and Scott. Whenever she is not doing chores she curls up in
her room, in a corner of the attic or outside, completely absorbed in s
good book. Jo’s excuse for writing is that she is supporting the family
R i n a y a t i | 36
Phantom Hand put down a new carpet, and the Curse of the Coventrys
proved the blessing of the Marches in the way of groceries and gowns.”
(472).
“I want to do something splendid before I go into my castle, something heroic or wonderful that won’t be forgotten after I’m dead. I don’t know what, but I’m on the watch for it, and mean to astonish you all some day. I think I shall write books, and get rich and famous, that would suit me, so that is my favorite dream” (255)
The quotation shows that Jo is clever enough to make money from
her writing and make a name for herself, but whether it is her true calling
remains to be seen.
“Well, I’ve left two stories with a newspaperman, and he’s to give his answer next week,’whispered Jo, in her confidant’s ear. „Hurrah for Miss March, the celebrated American authoress!’ cried Laurie, throwing up his hat and catching it again, to the great delight of two ducks, four cats, five hens, and half a dozen Irish
children, for they were out of the city now. „Hush! It won’t come to
anything, I dare say, but I couldn’t rest till I had tried, and I said nothing about it because I didn’t want anyone else to be
disappointed.„It won’t fail. Why, Jo, your stories are works of Shakespeare compared to half the rubbish that is published every day. Won’t it be fun to see them in print, and shan’t we feel proud of our authoress?” (269)
From the quotation above it can be seen that Jo is ambitious girl.
For her, trying to get her stories published is a serious matter. It will help
her know whether or not writing really is her gift and it might bring in
R i n a y a t i | 37
3.1.6 Josephine is outspoken
Jo also described as an outspoken girl and she also often use slang
words, “Jo does use such slang words!’ observed Amy” (5). Another
quotation can be seen in the conversation with her sisters below;
“Do you envy her, Meg?’ said Laurie. „I’m afraid I do. „I’m glad of
it!’ muttered Jo, tying on her hat with a jerk.„Why?’ asked Meg, looking
surprised. Because if you care much about riches, you will never go and
marry a poor man,’ said Jo, frowning at Laurie, who was mutely warning
her to mind what she said.” (273)
Besides, in the novel clearly describes that Jo often
interrupts conversation of other people. It can be seen from the quotation
below when she interrupts her mother’s conversation;
“He is younger than she, you know,’ began Mrs. March, but Jo
broke in... „Only a little, he’s old for his age, and tall, and can be quite
grown-up in his manners if he likes. Then he’s rich and generous and
good, and loves us all, and I say it’s a pity my plan is spoiled. „I’m afraid
Laurie is hardly grown-up enough for Meg, and altogether too much of a
weathercock just now for anyone to depend on. Don’t make plans, Jo, but
let time and their own hearts mate your friends. We can’t meddle safely
in such matters, and had better not get „romantic rubbish’ as you call it,
R i n a y a t i | 38
In other quotation also mentioned that she interrupts Amy
impatiently, when she will go to theatre to see The Seven Castle of The
Diamond Lake;
“I can’t, dear, because you aren’t invited,’ began Meg, but Jo broke
in impatiently, „Now, Meg, be quiet or you will spoil it all. You can’t go,
Amy, so don’t be a baby and whine about it.” (125)
Jo does not always stop to think that it might not be wise to express
her opinions or feelings in every situation. It can be seen from the
quotation below;
“But I think girls ought to show when they disapprove of young
men, and how can they do it except by their manners? Preaching does not do any good, as I know to my sorrow, since I’ve had Teddie to manage. But there are many little ways in which I can influence him without a word, and I say we ought to do it to others if we can” (520)
From the quotation above shows that Jo always expresses her
feeling or her opinion. In every situation, she always gives her
argumentation. The quotation below shows that Jo is most outspoken of
the four her sisters;
„I am not sure, but I think it was because his son, Laurie’s father, married an Italian lady, a musician, which displeased the old man, who is very proud. The lady was good and lovely and
R i n a y a t i | 39
him of the woman he did not like, and so he „glowered’ as Jo said.’
(234)
3.2 The construction of gender stereotypes portrayed in the society in Louisa
May Alcott’s Little Women.
Little Women is a novel that written in modern era, exactly in
nineteenth century. The nineteenth century is often called the Victorian
age, taking that name from England’s Queen Victoria who ruled for 60
years. It was an age where the impact of the industrial revolution caused
a sharp differentiation between the gender roles, especially of the upper
and middle classes. Gender and gender role refers to society's idea of
how boys or girls or men and women are expected to behave and should
be treated. A display of gender, as with a gender role, represents a public
manifestation of gender identity. It can be said that one is a sex and one
does gender; that sex typically, but not always, represents what is
between one's legs while gender represents what is between one's ears.
The statement above clarifies that sex is visible and gender is invisible. It
can also be meant that sex is biologically type which is created by God
while gender is socially constructed because of the presence of gender
roles, a stereotype has been created.
According to Barker’s Dictionary of Cultural Studies, stereotype is
defined as a vivid but simple representation that reduces persons to a
R i n a y a t i | 40
of representation that essentializes others through the operation of power
(Barker, 188).
Gender roles are defines by behaviours, but gender stereotypes are
beliefs and attitudes about masculinity and feminity. In the book entitled
Gender Stereotypes : Masculinity and Feminity, Lewin says;
“Before 19th
century, most people lived and worked on farms where men and women worked together. The industrial revolution changed the lives majority of people in Europe and North America by moving men outside the home to earn money and leaving women at home to mange household and children” (Joseph 161) In Louisa May Alcott’s Little Women, man was described at the
time as powerful, active, brave, worldly, logical, rational, independent,
individual, able to resist temptation, tainted, ambitious, and sphere in
public. In contrast, woman was described as weak, passive, timid,
domestic, illogical, emotional, social or familial, dependent, unable to
resist temptation, pure, content, and sphere in private. To be female is
not easy as to be a male human during the time because there are some
restricting regulations regulating women’s behaviour and even in law,
women have less power than men do. Women must be dependent on men
and what girls should do is to prepare themselves for the marriage since
the aim of life for every woman must be to be married.
In the Victorian era women were seen by the middle classes at
least, as belonging to the domestic sphere, and this stereotype required
them to provide their husbands with clean home, food on the table and
