By collecting the most crappy plastic jewelry and seizing the crown that tops it all off from one of the other players, it is inferred that the little girl named the winner is now ready for her ‘Prince Charming’ to come along. Only once she has obtained all the gaudy jewelry and crown is she dazzling enough to capture the attention of her prince. “Who will shine like a true princess?” asks Hasbro, sounding like an announcer from a dating reality show. Clearly, Hasbro doesn’t take into account that the most likely players of this game are not remotely interested in boys yet, let alone the very heterosexual prize of Prince Charming. Still, the game has endured year after year, successfully being marketed to millions of little girls. The comparisons that women make between themselves and virtually every woman they come in contact with starts out in situations like those presented by this seemingly harmless game.
When Newman states that while, “on their developmental path, children acquire information from a variety of sources—books, television, video games, the Internet, toys, teachers, other children, other children’s parents, strangers they see on the street,” (Newman 107,108) he is only giving a few examples of how information slips into the sponge-like minds of children. Playing such mindless games as Pretty Pretty Princess still leaves its mark on every little girl who was upset she didn’t win the crown and take home the prize of her potential date with Prince Charming.
Giroux, Henry A.. "Kids for Sale." Gender, Race, and Class in Media: a Text-reader. By Gail Dines and Jean McMahon. Humez. Thousand Oaks, Calif: Sage, 2003. Print.
Newman, David. “Learning Difference: Families, Schools and Socialization.” Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, & Sexuality. Higher Education, n.d. 91.
"Pretty Pretty Princess." Funagain Games. Web. 27 Jul 2011. <http://www.funagain.com/control/product?product_id=001032>