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Page history last edited by PBworks 13 years, 6 months ago

Media Representations of Class, Race and Gender


Our group focuses on media representations involving class, race and gender, via stereotypes and scripts (Branston and Stafford, p. 141 ff). The teaching units on class incorporate print media, film, and television. The unit on race focuses on print media and television. The unit on gender focuses on depictions of alternative families in film and television.



I. Representations of Class in Print, Film and Television


The following lessons are intended to be used either together or in peices, the author realizing that time is often of the essense in most courses. Depending on the resources available to you, some of these may not be possible. Also, if your district is anything like mine, You Tube is not available for use. Regardless, most of the telvision/film sources I've used are available on Netfilx.


Class Unit


Class time: One to two class periods


Introduce students to class in America

Begin analysis of characters in TV programs


Lesson 1:


People Like Us

Teacher’s guide to using the PBS produced documentary “People Like Us.” Has tremendous amount of information about class in America today. If students need more background on class, consider showing clips of this excellent program, and using the activities available in the teaching guide.

Class on TV

Excellent article about class representation on television

US Census

US Census website for more information regarding American household incomes


Site for clips from TV shows.

Class in film and TV

Article on representations of lower classes on television

Teen Rich Girls gone bad

MTV’s My Sweet 16 webpage

Rich Girls gone bad

The Simple Life webpage

Developmental Sequence:

Free writing (10 minutes): What is social class? How do you know what class someone belongs to? How do you get to be in a certain class?

Anticipatory Set: Discuss written answers, focus specific attention on how they know what class someone belongs to. (10 Minutes)

Body of the Lesson:

Show students statistics on class in America available in the teaching guide from “People Like Us.”

Ask students to Think Pair Share: Half come up with a list of TV characters who are rich the other half of the room lists TV characters who are poor. Ask them to come up with traits these characters have in common. How do you know they are rich or poor? Share answers with the class.


Ask students to just focus on the lower class characters. Suggest that typically lower classes are presented as something to be feared, something to be pitied, and something to be made fun of. Discuss in context of their answers from earlier. View clips of shows like Roseanne, the Beverly Hillbillies, Law and Order, Blue Collar Comedy, etc. to give students examples of this. If you choose, you could view clips of upper class stereotypes by watching MTV's My Sweet 16 and The Simple Life.


Activity:Have students go through magazines to find class "markers." What pictures represent the upper, middle, and lower classes? They should paste them on a poster board and present them to the class when completed.




Ask students to watch the nightly news (local). Ask them to outline each news story (suggest they record it) and document what it was about, how it was filmed, who was featured, etc.


Lesson 2

Time: One to two class periods


Analyze news media bias in coverage on crimes.

Analyzing “causes” of poverty.



Fairness and Accuracy in Reporting

Article from FAIR about media coverage of upper classes.

Another article from Fairness and Accuracy in Reporting

Article from FAIR about media coverage of welfare recipients.

Martha Stewart

You Tube, clip of Martha Stewart interview.

Welfare mothers

New York Times article about status of welfare mothers


The Official Cops television show website

Forbes list of the richest Americans

Developmental Sequence

Anticipatory Set:

What are white collar crimes? Who commits them? Which sorts of crimes are worse, white collar or other crimes? Should they be punished in the same way?




Body of the Lesson:


Have students share their news stories. What did they see? Who appeared to be involved? How were the stories presented (lighting, location, etc.) Where they about the middle or upper class? How were the crime stories written about? Who was involved? How were they shot?


Watch clips from news about crime. Clip from documentary shown in class. (Remind students that this is not only about race. We are focusing on class). Consider watching episodes of the television show cops or looking at the Cops webpage.


Watch clip of Martha Stewart interview on YouTube from ET Canada. Have students write about what they saw. How was her crime handled by the interview? How was it discussed?


Closure/Activity: Have students create a news story storyboard about white collar crime that is presented the way other crimes are represented. Share in class.


Homework case study: Have students read excerpts from New York Times article, or whole article if they can handle it. What is the “cure” for poverty as outlined by the author and the program? Is it working according to the author?


Lesson 3:

Time: One to two class periods


Understand and evaluate social mobility in the United States


People Like Us

PBS program on class in America

The wikipedia site about Michael Apted's documentary series, "7 Up."

Internet Movie Database

Great site for film searches and information


Developmental Sequence

Anticipatory Set:

Freewrite: Do you believe people can be anything they want in the US? If so, what does it take? If not, why not?


Body of the Lesson:

Watch “Tammy’s Story” on People Like Us. Have students answer the following questions during viewing:

Based on your recollection of her story, reconstruct Ms. Crabtree's family history and the impact of her social class on her aspirations, opportunities, and achievements (or lack of) in life. What is the conflict between Tammy and Matt?


Discuss answers to questions. Have students get in small groups and discuss the following questions:

What does it mean to be at the bottom -- culturally, socially, politically, and economically? [NOTE: help students define these terms.]

What does it mean to feel "invisible" in the United States? In what ways is Tammy Crabtree invisible, and to whom? Why is she considered "trash" by her neighbors? What is her own view of her life and her future? How realistic is Matt's belief that he is "classier" than his mother and brother? Realistically, what do you think are Matt's chances of achieving his life goals? What are the obstacles in his path to achievement? If you don't think either mother or son will "make it," how do you reconcile that opinion with the American belief that hard work is always rewarded with success?

(From People Like Us website)


Can show clips from movies that depict this sort of problem:

Sweet Home Alabama (future inlaws meeting parents), Million Dollar Baby (scene where she gives mother the house), etc.


Activity: Have students journal about a family member who changed in status or was higher/lower than your own family. What was the perception of that person? How did you feel about them?



Go over answers to questions about NY Times article. Have students discuss their answers after viewing this segment of “People Like Us.” Does it change their opinions?


Lesson 4:

Time: One to two class periods


Analyze representations of working class families and upper class families

Evaluate the different ways genders are presented in different media representations of class


Article on gender roles and television families

Great article about presentations of families on television and the effects on audiences.

Article on lower class men and expectations of sexism

Blue Collar Comedy

What poor people think is funny….? Pay special attention to Larry the Cable Guy.


Roseanne Clip, Mattress Fun

Cosby Show

Cosby Show clip, parenting

Ray Ramono

Clip from Everybody Loves Raymond


Simpsons clip


King of Queens clip

Developmental Sequence

Anticipatory Set

Free writing: In your imagination, or possibly your own family, what makes a good father? What makes a good man? How do you know he is one?


Body of the Lesson


As an extension of the first lesson, I included this if you wanted to talk about gender roles, or just found families more interesting.

Watch some clips from TV shows (All in the Family, Good Times would also be good) of families interacting. Have students identify:

Which class is represented :

Who has power in this scene (do they seem to have complete or nearly complete control over something)?

What do they have power over?

What do they not have power over?

Which group overall seems to have the most power?



Ask students to speculate why giving certain women and men more or less power is socially acceptable.


Possible Unit Assessment

Have students view films on their own and analyze class structure within the films, by writing a paper or giving a presentation to the class. Might be more fun to have them create a visual presentation, as in have them spoof the film's plot by making their own film in similar style (there own John Hughes teen film, or their own union film). See Rubistar for awesome help making a rubric for such a project. Here's a link to some films about class, or refer to my list below. You could also do a keyword search on imdb.com.


Titanic, Sixteen Candles, Charlie and the Chocolate Factory, Spellbound, Good Will Hunting, Sabrina, Roger and Me, Lean on Me, The Karate Kid, Can't Buy Me Love, Maid to Order, Maid in Manhattan, BAPS, Saving Silverman, Two Weeks Notice, Sweet Home Alabama, Far and Away, One Crazy Summer, Sister Act II, All the King's Men, Anna and the King, Hair Spray, Spanglish, The Outsiders, Pretty in Pink, Ever After, Stand and Deliver, Goonies, Trading Places, Rushmore, Princess Diaries, Stand By Me, My Fair Lady, Dirty Dancing, Million Dollar Baby, Raisin in the Sun, She's All That, Jungle Fever, Breakfast Club

A Public Service Announcement for the National Transgender Advocacy Coalition by Michael Vacha JR for a USC Student film for Commercial/Music Video Production CTPR 497. Work done with equipment separate from USC School of Cinema-Television. 30 sec. for educational purposes only. Copyright 2006.



II. Representations of Race in Television and Print


Short Unit: 3-5 days.


Materials Needed for Unit:

Video clips of sitcoms featuring characters of ethnically different backgrounds.

Ethnic Notions-film

popular magazines-entertainment

poster/butcher paper/art supplies


Activity: Introduction of the Unit

I would start by having the students keep a journal reflecting their television watching habits. I would also have them note the racial make-up of the television shows they watch, what channels are they on, and what kind of character roles they play. Here is a great example of a chart I found that can be helpful in helping your students track repreasentations.


(Taken from Media Literacy Clearinghouse)


Day 1: Media Representation of Race/ What do we know?

Objectives: Students will be able to define the terms: race, ethnicity, stereotypes. I first would ask the students what they believe the terms mean. Then I would have them look up in the dictionaries the meanings listed. I would clarify any terms that are confusing to students.


We would then shift the focus to stereotypes. I would start by having different groups listed on big sheets of butcher paper and have them list what are the stereotypes that are out there of the different groups. (10 min)


Then I would have them go around and talk about each of the groups. I would also define the difference between positive (ex. all Asians are good at math and science) and negative (ex. all Latinos are illegal) stereotypes. I would ask my student how both positive and negative stereotypes can be detrimental to people who are members of those groups. Both lead to overgeneralization of the group and take away the uniqueness of the individual. They can also lead to false expectations that we have of members of certain groups. If they don’t fit into our ‘expectations’, we may consider them more as an exception rather than as a rule. I would also ask where do many of these stereotypes come from? Some stereotypes evolve from an element of truth, but are exaggerated.


Begin showing the film: Ethnic Notions. I would also develop a worksheet that the students would fill out after viewing the film


Day 2: Pictures of Me?


Begin activity 2: Media representation in Print:

(Taken from Media Literacy Clearing House)

I would divide the students into groups and assign them an ethnic group. They are to find examples of images of their assigned groups in the magazines. I would also appoint one group leader to keep track of the types of magazines they are getting their images from. Who is missing from these pictures? Why? What kind of ads are people of color appearing in? Why were some groups unable to find few or any pictures-have them brainstorm ideas. Then present statistics from U.S. census regarding each of the ethnic groups. What is the actual picture?


What kinds of products feature people of color. Is there an underlying message? If so, what do you think it is? Do you see any stereotypes that are reflected from the film the day before?


In your groups, research stereotypes in the media that are prevalent for Native Americans, Asians, and Latinos/Mexicans. Do you see any similarities with the ones presented in Ethnic Notions?



Day 3: Family Portrayals of Race.


Present the following on the board.

History: Portrayal of Race in the Media (Television)


There are 4 stages of media representation for minorities (Clark):

1) Non-representation-outright exclusion from media. In this case I focused on television, and a possible example may be Native Americans, whom are very rarely seen on television.

2) Ridicule-objects of mocking humor.(ex. the "funny" minority character or-someone that maybe speaks in an exaggerated accent)

3) Regulation-representation in limited supporting roles. (actor in limited, supporting role/the "friend")

Respect: Both positive and negative roles. Portrayed as living as average Americans with jobs, families. (sitcoms)


Have them go through their journals and organized what they have seen by television shows and what stages of media representation they find their sitcom characters fit. Then have them analyze their characters for any stereotypical reflections based on the types they learned earlier.


Show them clips from shows featuring ethnically diverse families-describe the roles of parent and child. Who has the power? What kind of interests does each of the members of the family have? (Show links to possible gender roles) Do you see any stereotypical reflections of parenthood and who is featured to have intelligence in these roles? (Smart mom, dumb dad, absent parents?) Could this type of programming help or hurt those members who are part of that group.



Primetime Network Characters-statistics by race/Use for comparison for census statistics

White 73%

African American 16%

Asian/Pacific Islander 3%

Latino 6.5%

Middle Eastern 0.5%

Indian/Pakistan 0.4%

Other 0.7%


What must we do to have programming that would reflect who is watching it? Or what would you like to see? Have students brainstorm ideas on possible solutions and write a reflective essay on what they feel they have learned so far.


Day 4: Impact of Stereotypes/Representations.


Focus on impact of media representation and real life impact for minority groups.


With this lesson you could focus the one of the following topics or create one of your own.: post 9/11 United States and the image of Arab Americans or Latinos and Immigration. For this example, I chose to focus on Latinos and Immigration.


What is the media representation of Latinos on television?-have students discuss what they have discovered so far.


Present statistics on Latinos in the United States. Focus on statistics related to population/residency, economic power, and impact of migrant workers. Two possible sources





What kind of news images focuses on Latinos? Focus on recent protests related to immigration. Assign students to the different perspectives and have them conduct a brief research assignment online, looking at various news websites.


What are the different positions/sided of the issue of immigration in the United States?

1) Mexicans/other Central American groups coming here legally.

2) Mexicans/other Central American groups coming here illegally.

3) Those for legalization of immigrants already here, either through legal or illegal means

4) Those for blocking the borders, punishing those who are here illgally?


Focus on what the students were able to find and summarize their findings on board, especially concerning media potrayals of this issue. Here are some discussion questions you can lead with or have them write a reflection on: Do they notice any biases? What about the portrayls of Latinos who are born in the U.S? Is there a distinction made or are stereotypes reinforced? What kind of impact or consequences do they think news media may have on the Latinos in this country? (ex. Do they think that it could lead to racial profiling of Latinos in the U.S. with regards to their citizenship?)


End of Unit Cumulative Project:


Student create a piece of meida that reflects the actual proportions of U.S. Census. It could be a magazine, a skit to reflect a sitcom/using storyboards to plan their concepts. Skits could also be based on parodies of sitcoms that poorly reflect minority characters.



Other Resources/Websites:

Banana Split-25 stories by Kip Fulbeck/focus on muli-racial identity, especially with those of Asian/Pacific Islander decent.


Images of Indians part 1: The Movie Massacre-film about the image of Native Americans

in movies. gpn@unl.edu


Ethnic Notions-film about the historical portrayal of African Americans in media

Film: A Day Without a Mexican.

A satire that portrays life in the United States without the contributions of Latinos in California. Statistics are shown throughout the film that focuses on the economic contributions of Latinos in California and the U.S.






III. Representations of Gender in Film and Television via Alternative Families


After race and class, the last bastion, I would argue, is sexual Otherness. Being sexually Other (Gay, Lesbian, Bisexual and Transgender-GLBT), of the three categories, may still be the most taboo territory. Unless you combine sexual ‘kinkyness’ with upper class success. In the cable show “Queer Eye for the Straight Guy,” stereotypical gay fashionistas market their expertise to the heterosexual world. Crossing over into the straight world can only be accomplished at present via well-defined stereotypes and scripts. The stigma of GLBT-ness is accessible in the media via comedy (“Will and Grace,” Corporal Klinger in “MASH,” “Mrs. Doubtfire”), tragedy “Boys Don’t Cry,” “Philadelphia”) or Fantasy (”To Wong Foo, Thanks for Everything, Julie Newmar”), or a combination of comedy, tragedy or fantasy. There is little room for normalcy when dealing with the GLBT stigma.

In treating this sensitive topic, I believe that looking at alternative families provides a more accessible route. That way, the obvious problems of X-rated topics in the depiction of sexual love, can be bypassed. Schools are also very strict with regard to R-rated and X-rated films.

We are still dealing with the Al Jolson phenomenon—a white jazz singer with black pancake make-up singing “MAMMY, How I love you—how I love you—My Dear Old Mammy.” Blacks could only fit stereotypical categories of minstrels or Mammies if they were no longer slaves.


There is a hierarchy of acceptability:


1)Straight women dressing as straight men “She's a Guy”, and straight men dressing as straight women (“Mrs. Doubtfire,” “Some Like it Hot”) earn acceptable ratings.


2)Straight women dressing as cross-dressers (“Connie and Carla”) still hover in the realm of respectability.


3)However, films head for R-Ratings as soon as they feature transgendered individuals, especially if they depict sexual interaction (“Priscilla of the Desert”). Exceptions occur when the characters behave asexually as in “To Wong Foo, Thanks for Everything, Julie Newmar” and to some degree in "Birdcage."


Outright depictions of homosexuality or transgender problems earn R-Ratings. “Brokeback Mountain” could earn Ang Lee a best director Oscar, but it was passed over for the best picture Oscar. Many believe the reason was the theme of homosexuality. The film which won the Oscar, “Crash,” was truly a political compromise to avoid the unspeakable.

Perhaps times have changed with regard to depiction of racial otherness, but comedy and tragedy are still preferred vehicles. The same thing applies to sexual otherness. The only vehicles seem to be comedy, tragedy or the realm of fantasy.

In “The Celluloid Closet: Homosexuality in the Movies”, Vito Russo, concludes:


“The few times gay characters have worked well in mainstream film have been when filmmakers have had the courage to make no big deal out of them, when they have been implicitly gay in a film that was not about homosexuality.

So, no more films about homosexuality. Instead, more films that explore people who happen to be gay in America and how their lives intersect with the dominant culture. … Gay sensibility is not something we have or share or use. It isn’t even something that only gay people express. It’s blindness to sexual divisions, an inability to perceive that people are different simply because of sexuality, a natural conviction that difference exists but doesn’t matter; that there’s no such thing as normal even when a majority think so.” (Russo, 325-326)



Russo, Vito. __The Celluloid Closet: Homosexuality in the Movies__. Revised Edition. New York, Cambridge etc.: Harper & Row, 1987.

The Celluloid Closet


birdcage, mike nichols film



Curricular Unit on Alternative Families




In this curricular unit we will explore examples of film or TV media that use comedy, fantasy and tragedy, or all of the above, as vehicles. In the comedic/ fantastic example “To Wong Foo, Thanks for Everything, Julie Newmar” that I model through an I-Movie, we are offered a futuristic glimpse of a society that is gender-orientation neutral as Russo envisions it. The students will develop their own I-movies based on representation of families in television or movies.






Establish framework for talking about what constitutes a family. Present statistics regarding family make-up in America.




Internet Movie Database

Great site for film searches and information



Site for clips from TV shows and clips from movies.


Measuring the Formation and Dissolution of Marital and Cohabiting Unions


Non-traditional Families

Becoming More Common


That's a Family! statistics on US





Talk about alternative families. Define roles of family members: provide shelter, clothing etc., protect, nurture, guide, and love.


Ask students to brainstorm ten families that they know using letter-sized graphic organizers and display, four to a large chart, around the room.


Have gourps present their results to the class.


Tell students that the final project for the unit is making an I-movie regarding family representation in TV and the movies.


Body of Lesson


Chart class information onto overhead and derive numerical data.

a) How many of the families in the U.S. are traditional vs. alternative families?

b) How many people in U.S are GLBT?

Project actual statistics using these websites:

Measuring the Formation and Dissolution of Marital and Cohabiting Unions

Non-traditional Families

Becoming More Common

That's a Family! statistics on US





Ten minute free write on “Is there any such thing as a normal family in America?” Ask students to journal their movie watching habits for the coming week and note examples of families.






Broaden view of families in America by presenting examples of alternative families from the media. Develop perspective-taking through role play.


Materials for Unit


Mrs. Doubtfire Trailers



for Tootsie 1982


“Postcards from Buster”, episode on family with lesbian parents


PBS Censors Postcards From Buster


Video: “To Wong Foo, Thanks for Everything, Julie Newmar”

To Wong Foo Thanks for Everything Julie Newmar - "drag queens"



I-Movie developed from “Julie Newmar”

(see description below)



Ask students to share from their journals. Use clip or article about “Postcard from Buster” to generate discussion about censorship in the media regarding alternative families. Talk about Ellen DeGeneres and Rosie O’Donnell and controversy regarding their sexual orientation.


Rosie O’Donnell and Ellen DeGeneres are two popular TV Talk Show hosts who have “come out” as gay.

[http//ellen.warnerbrothers.com/galleri3es/videos/|DeGeneres] lost popularity when she /her character came out on her sitcom. After a painful hiatus in which she separated from her partner she returned to a very successful afternoon talk show format, followed by her current morning show. She exemplifies what Russo says is the goal of normalcy. That is, DeGeneres is a media figure who happens to be gay. O’Donnell, on the other hand, continues to politicize gay and lesbian issues through the computer medium of “The View” causing continual controversy.


Body of Lesson


Show I-movie and a few clips of “Julie Newmar” and have six groups discuss the family roles of Vida’s Mother, Vida, Noxeema, Chi-Chi, Carol Ann, her husband and the sheriff. Discuss their family role. Then reform in jigsaw fashion so that there is a representative of each role in each new group.




Write a script for role play of family to be present the next day. Continue journal of TV and movie watching habits regarding any sort of family depiction. Address question, “Are alternative families on television invisible?” Ask students to find examples or counter-examples.




Materials for Unit




Discuss journals and practice skits


Body of Lesson


Perform skits. Have students in the audience peer evaluate the other skits as they are being performed.




Discuss what class has learned and present the I-movie project. Briefly demonstrate Window Media Player and discuss technique for making an I-movie. Students will be working in groups.Provide grading rubrics for I-Movies.




Computer lab, learning I-movie techniques, choose movie, write story board with text descriptions on one side and sketch clips on right, no more than eight clips


Materials for Unit


Computers, computer lab, videos, clips of possible movies to choose from


List of Films Dealing with GLBT topics





Brief overview of opening Windows Media Player, playing video, capturing and saving images, importing images into player


Body of Lesson


Computer Lab Practice and research/I-movie development


Computer Activity. Do a Trackstar activity to begin selecting film or TV show that depicts GLBT persons either directly or obliquely. Choose film or 3 episodes of television sitcom, such as Will and Grace. Form groups of 3-4 members.


May need an extra day to complete activity or assign it as homework.




Present and peer critique I-movies


Turn in TV watching journals


Wrap up discussion of topic of families/alternative families



Model: I-Movie of “To Wong Foo, Thanks for Everything, Julie Newmar”


I-Movie Procedure:

Taking digital pictures of DVD playing on screen looks streaky in I-Movie. Play DVD on computer. Use Windows InterVideo WinDVD4. While playing, right click screen (menu) and select “Bookmark/Capture” (left click)- go to submenu “Capture Image.” (left click) When the capture tool appears, click on the “Add Picture” button and save each time or his save all to save desired series of pictures. (Preview button 1:1 to get picture onto larger screen for preview.) Default goes to “My Documents\My Pictures\WINDVD CAPTURE”) When gizmo (capture tool) is fall, hit SAVE ALL, then DELETE ALL. The batch will have been saved in the above-mentioned folder.


Go to Windows Movie Maker to start making I-Movie. Collapse to medium size (timeline will appear at bottom). Open up captured from WIN DVD CAPTURE. Click on desired pictures and drag over to Collection screen above timeline. (Can hit Control All to drag all of pictures at once.) Restore Movie Maker to whole size. Click and drag to desired place in timeline. Choose duration image will play before you select it, probably 5 secs is best.You may add Video Transitions of your choice in between images, but you must add text between images to summarize story effectively, with a focus on family relationships. Go to tools and choose “Titles and Credits.” Please put text before clip, not on clip. Your I-Movie should not exceed 6 minutes.


Add music or a pop song of your choice to the Audio Track, not necessarily taken from the movie. Hit plus magnifying glass to expand timeline or minus magnifying glass to decrease the timeline. Ideally your song would be exactly the same length as your I-Movie. You will have to get the Audio from I-Tunes or a DVD that you have. We will vote on the best I-Movies.



Ideas for further exploration

What Do Cross-Dressing Comedies Reveal About Heterosexuality?

She's the Man, Tootsie, Mrs. Doubtfire,

The Importance of Being Earnest


What Does Homosexuality Reveal About Heterosexuality?

TV Series "Will and Grace"


Gender Stereotypes - covert homosexuality

The Odd Couple, Stage Play and Film

Wikipedia link


Gender Stereotypes - covert homosexuality

TV Series - Perfect Strangers



Gender Stereotypes - covert lesbianism

The Children's Hour


List of Films Dealing with GLBT topics


Films Treating Homosexuality

Brokeback Mountain



Films Treating Homosexuality



Philadelphia, last scene, drama, aids, acceptance of gays



Gender Stereotypes

some like it hot: men impersonating women - comedy


Gender Stereotypes

straight jacket


Connie and Carla - Women impersonating Male Impersonators of Women - Comedy


she's the man, trailer - woman impersonating man - comedy


she's the man, the guys, masculinity based on athleticism


she's the man, masculinity based on babe magnetism


The Adventures of Priscilla, Queen of the Desert - "drag queens"



priscilla queen of the desert, embed-trailer

sctv farm celebrity blow up,


priscilla, queen of the desert, I'll survive


priscilla, queen of the desert, devilish performance of transgender



Boys Don't Cry starring Hilary Swank





boys don't cry1 woman impersonates man, based on true events, tragedy


boys don't cry2 woman impersonates man, based on true events, tragedy


boys don't cry3 woman impersonates man, based on true events, tragedy


boys don't cry4 woman impersonates man, based on true events, tragedy


boys don't cry5 woman impersonates man, based on true events, tragedy


boys don't cry6 woman impersonates man, explicit sexuality in these scenes


boys don't cry7 woman impersonates man, based on true events, tragedy


boys don't cry8 woman impersonates man, based on true events, tragedy


boys don't cry9 woman impersonates man, based on true events, tragedy, r-rated rape scene--


boys don't cry10 woman impersonates man, based on true events, tragedy


boys don't cry11 woman impersonates man, based on true events, tragedy


boys don't cry12 woman impersonates man, based on true events, tragedy


Tootsie male impersonates female - comedy

hoffman/tootsie, embed, satire, debut of geena davis


Transamerica, drama, Felicity Huffman, man becoming a woman, trailer


transgender, campari, red wine ad

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