Running

head: MOVIE REVIEW

Movie Review: Legally Blonde

Lisa Rogers
Loyola University Chicago

MOVIE REVIEW

Legally Blonde (2001) follows Elle Woods on her journey from UCLA to Harvard Law

School. Elle faces many struggles along the way. She is forced to deal with stereotypes
imposed on her while trying to develop her own wants and goals in life. Despite these
challenges, Elle perseveres because she stays true to herself.
At the beginning of the film, Elle goes on a date with her partner Warner Huntington
III. She is under the impression that he is going to propose marriage, but instead he breaks
up with her because he believes he needs to date someone smarter if he wants to be a
successful lawyer. Needless to say, Elle is shocked. She wallows in her room at the Delta
Nu sorority house for a week before she comes up with a plan.

Her plan is to get Warner back. She figures out that Warner wants a serious woman

with a law degree. With no other options, Elle decides to apply to Harvard. She trains day
and night studying for the LSAT. In combination with her video essay, recommendations,
her LSAT score of 179 is enough for her to be admitted to Harvard Law School.

When Elle arrives at Law school, she does not fit in. Her peers shun Elle because of

her looks and nave behavior. Additionally, she discovers that Warner is engaged to
another student: Vivian Kensington. Vivian is a strong student who does not stop short of
rubbing her engagement to Warner in Elles face. After many missteps, Elle is determined
to succeed in Law School. She obtains the top summer internship and begins to prove
herself in the classroom. Eventually, Elle also proves herself in the courtroom. At the end
of the film, Warner wants Elle back, but she realizes he is not worth her time because he
does not value her as an individual.

Throughout the film, we follow Elle as she develops her identity separate from

others and the way she was raised. Elle starts out very dependent on her partner, but

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moves away from that as she develops her competence in Law. Both Vivian and Elle work
to establish their identities as women, moving away from competing over the affection of
their mutual love interest. Together, Elle and Vivian try to figure out what it means to be
women in the male dominated field of Law. In the end, the film is really about trying to find
ones place and working to determine purpose.
Theories

For the purposes of this analysis, Chickering and Reissers Theory of Identity

Development (1993) and Bems Gender Schema (1983) are used to look into how Elle and
Vivians identities developed over the course of the film. This section provides a brief
overview of the theories followed by application of the theories to Elle and Vivians
development.
Chickering and Reissers Theory of Identity Development

Elle and Vivians development as college students can be analyzed using Chickering

and Reissers Theory of Identity Development (1993). This model focuses on presenting a
comprehensive picture of psychosocial development during the college years (Evans,
Forney, Guido, Patton, & Renn, 2010, p. 67). Chickerings model consists of seven vectors.

The first vector is developing competence. In this vector, three types of

competencies are obtained: intellectual, physical, and interpersonal. This vector is focused
on developing skills, which in many cases leads to greater confidence in ones abilities to
tackle the world. Intellectual competence is gaining knowledge in a specific topic area and
increasing ones critical thinking skills. Physical competence involves attention to wellness
and involvement in recreational activities. Interpersonal competence is gaining skills in
communication and relating to others.

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The second vector is managing emotions. This vector involves learning how to

recognize, express and manage ones emotions appropriately. Individuals learn to act on
their emotions in a responsible way.

The third vector is moving through autonomy toward independence. In this vector,

individuals establish an emotional independence that makes them less reliant on others
reassurance and approval. Individuals also develop further problem solving and decision-
making skills. After establishing independence, individuals begin to realize the importance
of relationships and leaning on others for support when necessary.

The fourth vector is developing mature interpersonal relationships. In this vector,

individuals recognize the importance of relationships for the development of self. The
student develops tolerance and appreciation for difference. They have the capacity for
meaningful, long-lasting relationships with friends and partners.

The fifth vector is establishing identity. This vector involves struggling with the

image of who they were raised to be and who they are becoming. They gain comfort with
their background and move toward self-acceptance outside of what is expected of them.

The sixth vector is developing purpose. In this vector, the individual develops clear

vocational goals and makes commitments to personal interests. Additionally, the

individual establishes strong interpersonal commitments.

The seventh vector is developing integrity. This vector involves three sequential

stages: humanizing values, personalizing values, and developing congruence. In

humanizing values, the interests and opinions of others are balanced with ones own. In
personalizing values, the individual strongly identifies with their core values, but
acknowledges the views of others. In developing congruence, values and actions align.

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Bems Gender Schema

Elle and Vivians development can also be examined using Bems Gender Schema

(1983). Using this model, we are able to see that much of how Elle and Vivian interact with
the world is due to the fact that their gender identity was determined well before they even
arrived at college. Bems Schema (1983) is divided into three stages.

The first stage of gender identity development is observation. At a young age,

children learn what it means to be male and female in society. They are told by caretakers
and observe how males and females should behave and look comparatively to each other.
They collect information on anatomy, work and family roles, and emotional characteristics.

The second stage is recognize and organize. In this stage, children can take the

information they have collected about gender and categorize actions into male and female
classifications. The child knows what society says is appropriate behavior for men and for
women. When they see someone on the street, they attempt to categorize them into being
either male or female based on the knowledge they have collected on gender.

The third stage is construction of self-concept. The child knows what it means to be

male or female and now connects these categories to oneself. The individual evaluates
their own being based on how successfully they fit into the socially prescribed categories.
If they do not fit perfectly in the categories, they may experience stress and dissonance.

Bems Gender Schema (1983) helps us better understand why Elle and Vivian

behave in the ways they do. This schema cannot be applied in terms of development while
in college, but it gives insight into how their gender operates throughout the film. In
combination with Chickering and Reissers Theory of Identity Development (1993), a fuller
picture of Elle and Vivians development can be painted. In the following sections, these

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two theories are utilized to examine the main characters development as they flow
through Harvard Law School.
Developmental Characteristics
During the majority of the film, Elle can be characterized as being dependent on
others for her definition of self. She is unable to separate the value she holds of herself
from the value others hold of her. This is evident by the fact that she enters a field that she
is not interested in in order to impress her ex-partner, Warner. Throughout the film we see
Elle struggling to find a balance between the person she wants to be and the person she has
been all her life. Coming from UCLA, she was involved in Greek Life, her signature color
was pink, and she majored in Fashion Merchandising. As will be evident when looking at
Bems Gender Schema (1983) later on, Elle was very much on the feminine end of the
spectrum. Additionally, she is characterized as being unintelligent despite having a perfect
grade point average.

When we meet Vivian, she is very straight-laced. Unlike Elle, she dresses

conservatively and prides herself on being very smart. Vivian is newly engaged to Elles ex-
partner, Warner. She spends her time trying to one-up Elle and flashes her engagement
ring whenever they see each other. Vivians goal for most of the movie seems to be to make
Elles life miserable. For example, she invites Elle to a costume party when no one else
will be wearing costumes. She has this urgent need to compete with Elle in order to keep
her man and she seems to assume the worst in others, whether they are men or women.
Incidentally in the end, both Vivian and Elle do not want anything to do with Warner as
they have determined their worth and value without him.

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Theory Application to Characters

Chickering and Reissers Theory of Identity Development (1993) and Bems Gender

Schema (1983) are utilized in this paper for analysis of Elle Woods and Vivian Kensingtons
identity development. Much of what Bem (1983) discusses in her theory overlap very well
with Chickering and Reissers (1993) vectors. The following demonstrates how the
characters engaged in these models of development throughout the film.
Chickering and Reissers Theory of Identity Development

Chickering and Reissers Theory of Identity Development (1993) applies well to the

identity development of the two main characters: Elle and Vivian. The following
demonstrates how each character progressed through the vectors during their time before
and during Harvard Law.
Developing Competence

Elle spends the majority of the film working toward building her intellectual

competence in Law. According to Chickering and Reisser (1993), intellectual competence

is about acquisition of knowledge and skills related to particular subject matter; in this
case, law (Evans et al., 2010, p. 67). At the beginning of the film, Elle sacrifices a fraternity
party for studying (Kidney, Platt, & Luketic, 2001, 16:42), takes practice exams (17:30), and
eventually passes the LSAT exam (18:20), which demonstrates her competence relative to
law. Elle demonstrates her physical competence in her attention to wellness as evident at
44:05. She does not let her physical wellbeing suffer when developing her intellect. Elles
interpersonal competence is evident in how she treats other people. Elle generally takes
the high road even when other people do not. This is evident from 37:02-38:10, when
Vivian says she will not let Elle join their study group and Elle leaves without retaliating.

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Vivian clearly possesses a lot of intellectual competence. She is known for being

smart and at 35:56-36:07 she demonstrates the knowledge she gains from completing
homework, when Elle fails to do the same. She demonstrates a lack of interpersonal
competence at the beginning. Due to her resentment of Elle, she strives to make Elles life
miserable. In multiple instances, she excludes Elle from social gatherings. Later in the film
when she sees Elles competence, she works to relate to Elle. At 1:05:40, Vivian offers Elle a
compliment: I still cant believe you didnt tell Callahan the alibiI thought that was very
classy of you. There is no evidence of physical competence for Vivian in the film.
Managing Emotions

Elle has a difficult time managing her emotions at the beginning of the film. When

Warner breaks up with her at 8:20, she is unable to control her tears and squealing, she
storms out of the restaurant, and refuses a ride home. At the middle and end of the film her
self-confidence grows and she is better able to recognize when she is upset and handles
feelings in an appropriate manner.

Vivian expresses very little emotion at the beginning of the film. We see Vivian

express a genuine smile at 1:06:16 when she offers Elle a compliment. Throughout the
film, Vivian addresses her feelings of jealousy in an angry manner. When she realizes she
was wrong about Elle from 1:19:30-1:19:40, she is able to identify the guilt she feels saying
Ive made a terrible mistake.
Moving Through Autonomy Toward Interdependence

As Elles competence grows throughout the film, she is released from needing

reassurance, affection, or approval from others (Evans et al., 2010, p. 68). This is evident
when she realizes she no longer needs Warner to tell her she is worthy. From 42:00-42:40,

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Warner tells Elle that she can do something more valuable with her time and she retorts
Ill show you how valuable Elle Woods can be. As Elle becomes more and more
independent her relationship with Emmett also grows. When in court, though competent,
she wants Emmetts reassurance to persevere, which he shows by giving an encouraging
nod (1:23:46-1:23:52).

There is little evidence of Vivian moving through autonomy toward independence,

but at the end we find out that Vivian has dumped Warner, becoming best friends with Elle
(1:30:50). This suggests she is free from his opinion and recognizes the value of friendship.
Developing Mature Interpersonal Relationships

Chickering and Reisser (1993) found that developing these relationships require

accepting individuals for who they are, to respect differences, and to appreciate
commonalities (Evans et al., 2010, p. 68). Over the course of the movie Elle and Vivian
become better friends because they appreciate their commonalities. At 1:06:27 they bond
over the fact that their boss will not ask the men in the group to bring him coffee
Establishing Identity

There is not a lot of evidence of establishing identity for Elle and Vivian in this film.

However, throughout the movie, Elle sticks to her style regardless of how other people
think she should dress. She determines she can be an excellent lawyer and still rock a pink
suit. I make the assumption that her identity is still being formed becuase she never really
chose law for herself. She still has much to do to show she has established her identity.
Developing Purpose

Elle and Vivian have yet to develop their purpose in this film. The viewer gets a

taste of who she could be when Emmett tells her, what if youre trying to be someone you

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are (1:16:36). Elle commits herself to law, but is still working to discover whether or not
law is the field for her. As Elle and Vivians story progresses into Legally Blonde 2 (2003),
Elles purpose becomes animal rights, when certain laws affect her dog, Bruiser.
Developing Integrity

During the film, we see one of Elles key values play out: keeping peoples word.

From 1:00:42-1:01:35, Elle goes back and forth with her boss and other associates, but
ultimately she decides not to give the team the clients alibi because she gave the client her
word. She understands why the other people want her to give up the alibi and takes those
opinions into consideration, but her values and actions become congruent: she does not
give the alibi away and finds another way to win the case (Evans et al., 2010, p. 69).

There is minimal evidence that Vivian is developing integrity. As the viewer, I

assume that she ultimately decides to break up with Warner because she values herself as a
strong independent woman and being in the relationship was not allowing her to be her
true self. Breaking up with him is the action that matches her value of independence.
Bems Gender Schema

Bems (1983) stages of observation, recognize and organize, and construction of self

concept occurred for Vivian and Elle prior to their appearance in this film. That being said,
there is plentiful evidence that shows how gender socialization at a young age, continues
through to college and adulthood. Gender plays out throughout the film, but there are
three main ways: dress and appearance, male power, and competence.

Vivian and Elle are juxtaposed against each other when it comes to dress and

appearance. Elle is dressed in very stereotypical way; her signature color is pink (4:10).
Her appearance also ends up being one of the main ways she finds herself admitted to

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Harvard. She utilizes her appearance and body while making her admissions video essay
(16:11-18:50). When the admissions committee, a group of old men, sits down to view her
essay, the video ends on an image of her standing in a pool in her bikini. This suggests the
only way a woman with her experience could get into Harvard is by using her looks. While
at Harvard, Elle continues to wear bright colors, which causes her to draw attention while
surrounded by blacks, grays, and browns. Vivian dresses in much more toned down colors
suggesting that she has learned how to dress appropriately for a male-dominated field. She
makes fun of Elle for dressing the way she does, which shows that she has adopted the
male way of thinking about how women should dress in the workplace.
Throughout the film, everyone with whom she interacts questions Elles
competence. When she meets with her college advisor the advisor says, with doubt in her
voice: Harvard law schoolbut thats a top three school (13:47). This questioning of her
ability arises again from 24:18-25:10, when Warner cannot believe she goes to Harvard
with him. Elle is forced to continuously prove that she has the right to be there and that
she earned a spot. This is common of not only women, but of anyone with an oppressed
identity. Vivians competence is never questioned throughout the film do to the fact that
she has met the male expectations of how women should behave in law.
Vivian and Elle both experience male power. They bond over this fact at 1:06:27-
1:07:25, when they question why their boss only ever asks the two of them to bring him
coffee and not any of the male interns. Elles boss later asks Elle to come into his office to
discuss her career path; he caresses her leg saying, competition is about knowing exactly
what you want and how far youll go to get it (1:14:50-1:14:56). He then says, Im a man
who knows what he wants as though it is okay for him to touch her because he wants to

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(1:15:10). Because she refused to accept her advances, he could have easily fired her, but
she quit [temporarily] instead. Vivian and Elle struggle with navigating the male power.
Application to Practice

These theories can be used for both of these women in Career Services centers.

According to Phillips and Imhoff (1997), womens vocational aspirations can be traced to
both individual and social factors, includinggender (Evans et al., 2010, p. 339). Gender
plays a crucial role in gender identity development. In looking at Elle and Vivians
characters, it is obvious that one of them had better career planning advice than the other.
At 13:46, Elle is in a meeting with her college advisor who questions her desire to apply to
Harvard Law School. Elle enters into law school with very little coaching and advising as to
what the school and subsequent career would be like. Vivian clearly knows what law
school entails and comes prepared with the right supplies and amount of reading complete.

Overall, it is important to consider gender and overall identity development because

if a young woman, such as Elle, is told over and over that she is not capable of going to law
school, she may eventually stop considering it as an option. As a career counselor, it is
important that we are starting conversations early on in a students college career to help
them develop purpose and vocation, as described by Chickering and Reisser (1993). A
persons life calling may be one that is different than what has been traditionally
prescribed for their given gender. With Elle for example, we see law slowing becoming her
vocation, but had she been more absorbent to the negative tones of her career advisor, she
never would have pursued a career that was suited for her.

When Bems Gender Schema (1983) and Chickering and Reissers Theory of Identity

Development (1993) are combined, we find that ones purpose is shaped drastically by

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ones gender. If we are constantly raising young women to believe they are incapable of
working in male-dominated fields, they are never going to try and could potentially lead
women to choosing a career that does not suit their vocation.
Conclusion and Positionality

My approach to Legally Blonde was from the lens of White woman. In looking at this

film, I chose identity models to which I could relate. I chose Bems Gender Schema because
it addresses my oppressed identity and I was able to quickly identify how gender
socialization was revealed throughout the film as a result of some of my own experiences
interacting with gender. My analysis is biased. For example, I did not choose to look at this
film from a racial identity development model. If I am honest, I did not pick up on the fact
that everyone in the film is White until I wrote this sentence. There are many lenses from
which to view the film, but I chose those in which I have experience and those that I
thought related best to Elle and Vivians identity development.

In conclusion, Bems Gender Schema (1983) and Chickering and Reissers Theory of

Identity Development (1993) are great lenses through which to view Legally Blonde.
Throughout the film, Elle travelled through the majority of the stages in both models. As
Vivian and Elle struggle to develop their identity, they both experienced the many ways in
which their identities as women impact their roles as future lawyers. They will continue to
discover a lot about themselves as they move forward in their careers and will constantly
be reevaluating their purpose and identity within law. Despite Legally Blonde being a
comedy, we can learn a lot about how identity is multifaceted and impacted by ones
environment.

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References
Evans, N. J., Forney, D. S., Guido, F., Patton, L., & Renn, K. (2010). Student development in
college: Theory, research, and practice (2nd Edition). San Francisco, CA: Jossey-Bass.
Kidney, R., Platt, M. E., (Producers) & Luketic, R. (Director). (2001). Legally blonde [Motion
Picture]. United States of America: Metro-Goldwyn-Mayer Pictures Inc.
Nicksay, D., Platt, M. E., Simpson, J., Traxler, S., Witherspoon, R., (Producers) and Herman-
Wormfeld, C. (Director). (2003). Legally blonde 2: Red, white, and blonde [Motion
Picture]. United States of America: Metro-Goldwyn-Mayer Pictures Inc.