Like many young children, I, too, was a huge fan of the Power Rangers. Each day after school, I would come home and watch the television to see what predicament
Levin and Carlsson-Paige (1995) discuss teachers’ concerns about how the Power Rangers affected children’s behavior in the classroom. Teachers were given a questionnaire to report these concerns; two main areas involved an increase in levels of violence among children and the impact of Power Rangers “fighting” affecting the way children play. While it is true that the Power Rangers are seen as superheroes, it is important for children to know that the program is completely fictional; there are no such things as Mighty Morphin Power Rangers. It is important for teachers and parents to emphasize this point again and again.
I found this to be an extremely interesting perspective on a group of five teenagers I idolized as a child. The Power Rangers were my friends, and often times, I wanted to be just like them. This article reemphasized the point that teachers need to establish guidelines for student conduct within the classroom.
Levin, D.E. & Carlsson-Paige, N. (2003). The mighty morphin power rangers: Teachers voice concern. In G. Dines & J.M. Humez (Eds.)., Gender, race,
and class in media: A text reader (2nd ed.). (pp. 359-366).