In the early days of January 2022, a surprising announcement captured the attention of many: a new addition to the “Barbie” universe, modeled after the legendary African American journalist and anti-lynching activist, Ida B. Wells.
This development, part of Mattel’s Inspiring Women Series of Barbies, brought joy to collectors while also raising awareness about a series that, for some, was previously unknown. Despite its seemingly distant connection to the concerns of middle and high school educators, the evolution of Barbie serves as a lens through which we can explore changing perceptions of gender, race, and education, shedding light on the influential role that educational objects like dolls play in the development of young women today.
Barbie, introduced in 1959, has grown into an iconic brand, eliciting both ardent admirers and staunch critics who argue that the toy perpetuates unrealistic beauty standards for impressionable young minds. While criticisms have been numerous during Barbie’s 63-year existence, its debut marked a radical departure from the pre-existing American toy landscape. Before Barbie, the commercially available dolls for young girls were primarily baby dolls, designed to cultivate a readiness for nurturing and motherhood. However, Barbie’s inventor, Ruth Handler, made a groundbreaking observation in the 1950s.
Handler, inspired by her daughter and friends playing with paper dolls, noticed their interest in imitating a broader spectrum of adolescent and adult social interactions rather than solely mimicking childcare. This insight materialized into Barbie in 1959, debuting at the American International Toy Fair with the support of Mattel founder Elliot Handler. Unlike previous dolls, Barbie presented an aspirational image of a young, fashionable woman, free from the immediate association with motherhood. Despite initial skepticism, Barbie became a success, marking a pivotal cultural transformation and becoming one of the first toys directly marketed to children through television advertisements.
Beyond challenging beauty norms, Barbie validated social relationships for girls beyond motherhood, portraying a diverse range of adult friendships and relationships. Mattel expanded the line to include professional roles, reflecting women’s increasing career options. Early Barbies held roles like fashion model, designer, nurse, flight attendant, and babysitter, each with accompanying books on subjects like career advancement and travel. Notably, “Miss Astronaut Barbie” in 1965 allowed girls to envision themselves as single career women, a radical concept for the time.
As the 1970s unfolded, Barbie’s professional roles diversified further, introducing dolls like a surgeon, a significant departure from the traditional candy striper role held just nine years prior. Simultaneously, Mattel began addressing racial diversity, introducing the Black doll “Christie” in 1968. However, concerns arose that its design reinforced European beauty standards. In response, Black entrepreneur Diahann Carroll released the groundbreaking Black Julia dolls in the late 1960s, providing representation that resonated with African American girls. Mattel later replaced “Christie” with “Nikki” in 1980, often considered the first “official” Black Barbie, alongside the first Latina Barbie, Teresa.
Fast forward to 2022, and Mattel’s commitment to reflecting changing social attitudes remains evident with the launch of the Inspiring Women Series of Barbies in 2019. This collection features ten dolls representing distinguished American women from history, including Rosa Parks, Susan B. Anthony, Maya Angelou, Helen Keller, Eleanor Roosevelt, and the most recent addition, Ida B. Wells.
While the significance of dolls may seem trivial, their impact on children’s self-perception and understanding of the world is well-documented. The landmark court case Brown v. Board of Education highlighted the influence of dolls on children’s self-esteem, emphasizing the role of educational objects like dolls in shaping social and emotional development. This history underscores that dolls are not merely sources of entertainment; they are educational objects that convey particular ideas about the world and self.
As educational priorities have shifted over the years, dolls continue to play a crucial role in shaping how students perceive themselves. Educators now have an opportunity to reflect on the objects used as learning aids in the classroom and consider how they contribute to the development of aspirations, identities, and self-concepts among students. This history prompts educators to question how they can help students cultivate emotional intelligence traditionally associated with feminine nurturance while encouraging them to envision diverse roles in society. Moreover, it emphasizes the need to ensure that students from backgrounds historically excluded from expansive professional opportunities receive educational experiences that empower them to see themselves as rightful contributors to the domains of their choosing.
