Music is deeply present in our daily lives, and many melodies and songs get stuck in our heads almost without us realizing it. Some songs make us want to dance, others make us cry… and others, without us being fully aware, shape the way we think. This is what happens with music that contains sexist content, which can have a significant impact on the emotional, social, and affective development of teenagers, especially at a stage that is key to the construction of their identity.
The spreading power of music
Music is one of the most powerful tools for communication. What’s sung in a hit song can become part of thousands of young people’s everyday language in just a matter of days.
A recent study (Casanovas-Buliart, 2024) reveals that sexism has always been present in songs in Spain, and that this phenomenon has intensified over the last decade thanks to streaming platforms and genres like Latin urban music, which often feature more explicit lyrics dominated by hypersexualization and the objectification of women’s bodies.
This is not about demonizing music genres, as sexist lyrics were already present in many other styles before the rise of this genre. Rock, pop, and even ballads from the 80s and 90s contained problematic messages: women suffering for love, needing to be saved, jealousy as proof of love, etc.
What is concerning and what makes it different today is not just the content itself, but also the sheer volume, how frequently it is repeated, and how easy it is to access, which means many teenagers consume it without filters or reflection, directly affecting their socio-emotional development. That is why, from the perspective of general child health psychology, we want to help you understand what effects it can have on young people.
The emotional impact of sexist music
Adolescence is a stage of great emotional vulnerability, where feelings are experienced intensely, and the need to belong to a group is fundamental. In this context, music is not just entertainment: it also transmits ideas, values, and ways of understanding relationships. When these songs are full of sexist messages that objectify women, reinforce unequal power dynamics, or perpetuate stereotypes, they can negatively affect self-esteem and shape a distorted view of affective and sexual relationships.
For example, in the song “Tití Me Preguntó” by Bad Bunny, where the phrase “Today I’ve got one, tomorrow another” is repeated, there is a clear portrayal of superficial relationships, as if people were objects that can be swapped according to the mood of the moment, while respect, reciprocity, and affection are pushed aside. Another example is the song “PAM” by Justin Quiles, Daddy Yankee, and El Alfa, which includes the lyrics “When I smack her, it goes pam, pam, pam, pam, pam, and the guns go pam, pam, pam, pam, pam,” seemingly inciting violence against women. Repetitive lyrics like these are harmful. The adolescent brain, still maturing, tends to internalize and normalize these messages when exposed to them repeatedly (Martino et al., 2006).
Below are some of the most harmful effects these kinds of messages can have on teenagers’ affective and sexual health:
- Normalizing the objectification of women: Women in these songs are often portrayed as hypersexualized, lacking in emotional depth or agency. They are shown as prizes, trophies, or temptations. This objectification directly influences how girls see themselves (as bodies that must be desirable) and how boys learn to relate to them. It can lead to insecurity, low self-esteem, body anxiety, and a constant need for external validation.
- Reinforcing harmful gender stereotypes: Sexist songs often present emotions as a sign of weakness, especially in the case of men. Showing sadness, fear, or doubt is viewed as unmasculine, while aggression, jealousy, and dominance are portrayed as proof of manliness or passion. This narrative can cause many teenagers to disconnect from their emotions or avoid seeking help when they need it.
- Normalizing gender-based violence: Music alone does not cause gender-based violence, but it can contribute to normalizing and justifying it. Numerous studies have shown a connection between listening to music with sexist lyrics and greater tolerance toward controlling, jealous, dominant, and aggressive behaviours in romantic relationships (e.g., Coyne et al., 2015). When a teenager repeatedly hears lyrics like “She wants it rough,” “If you leave, find someone else who’ll break you,” or “He’s jealous because he loves you,” they’re not only learning to associate desire with violence but also to justify possessive behaviour as part of love.
What can we do?
Faced with this situation, many parents ask whether they should let their children listen to this kind of music or not. In our opinion, it’s not about banning songs or genres, but about encouraging critical listening. Talking to teenagers about what they’re listening to, questioning the messages, offering alternatives, and promoting artists with more egalitarian messages can be a great tool for prevention.
Some educational programs are already working with young people to analyse lyrics, creating spaces for reflection on how music influences their relationships and worldview. In addition, there are artists who are embracing narratives that empower, portray complex emotions, and promote healthy relationships. Fortunately, many teenagers who listen to songs with sexist lyrics are already aware and reject the messages they convey.
Music is a powerful tool. It can reinforce stereotypes or break them it depends on how we use it. Listening consciously, talking about what we hear, and offering alternatives is also part of educating for equality. As a society, we can turn art into a bridge toward more just, healthy, and respectful relationships.
References
Casanovas-Buliart, L., Álvarez-Cueva, P., & Castillo, C. (2024). Evolution over 62 years: an analysis of sexism in the lyrics of the most-listened-to songs in Spain. Cogent Arts & Humanities, 11(1), 2436723. https://doi.org/10.1080/23311983.2024.2436723
Coyne, S. M., & Padilla-Walker, L. M. (2015). Sex, violence, & rock n’ roll: Longitudinal effects of music on aggression, sex, and prosocial behavior during adolescence. Journal of Adolescence, 41, 36–44. https://doi.org/10.1016/j.adolescence.2015.03.002
Martino, S. C., Collins, R. L., Elliott, M. N., Strachman, A., Kanouse, D. E., & Berry, S. H. (2006). Exposure to degrading versus nondegrading music lyrics and sexual behavior among youth. Pediatrics, 118(2), e430–e441. https://doi.org/10.1542/peds.2006-0131
Aina Fiol Veny
Psychologist Col. Nº B-02615
