Viewing Little Women through Gendered Lenses: Interpretive Differences in a Film Adaptation

Abstract

This study examined the intricate relationship among gender, literature, and education to determine how gender influenced interpretations of the 2019 film adaptation of Louisa May Alcott’s Little Women. Using a qualitative method, this study involved ten purposively selected participants from the Bachelor of Secondary Education (BSED) major in English programs at Mindanao State University–Main Campus, Bataraza Extension (MSU-MCBE), and Palawan State University–Brooke’s Point Campus (PSU-BPC). Three primary research instruments were employed to gather data: Focus Group Discussion (FGD), In-Depth Interviews (IDI), and Written Open-Ended Questions. Findings revealed that while participants largely agreed on the film’s themes, female participants demonstrated an understanding of the character’s struggles with societal expectations and an appreciation for the film’s exploration of female agency and individuality. Male participants tended to focus more on the expectations placed on men during that period and on established power structures. When participants with more traditional beliefs viewed the movie through a lens of conformity and traditional expectations, the study also demonstrated the impact of internalized gender prejudice. The study also showed that the participants’ judgments were influenced by their educational backgrounds, personal experiences, and cultural backgrounds, demonstrating an intricate knowledge of how gender roles are changing. This study showed how literature both reflects and challenges social norms, underscoring the significance of incorporating gender perspectives into literary analysis and instruction.