EDO-CS-98-8 Nov 1998
Besides being an important resource for developing childrenās language skills, childrenās books play a significant part in transmitting a societyās culture to children. Gender roles are an important part of this culture. How genders are portrayed in childrenās books thus contributes to the image children develop of their own role and that of their gender in society.
Gender bias exists in the content, language and illustrations of a large number of childrenās books (Jett-Simpso n & Masland, 1993). This bias may be seen in the extent to which a gender is represented as the main character in childrenās books and how that gender is depicted.
Numerous studies analyzing childrenās literature find the majority of books dominated by male figures. For example, Ernst (1995) did an analysis of titles of childrenās books and found male names represented nearly twice as often as female names. She also found that even books with female or gender-neutral names in their titles in fact, frequently revolve around a male character. Many classics and popular stories where girls are portrayed usually reflect stereotypes of masculine and feminine roles. Such gender stereotypes are prevalent not only in mainstream childrenās books but also in Newberry and Caldecott medal winners.
Childrenās books frequently portray girls as acted upon rather than active (Fox, 1993). Girls are represented as sweet, naive, conforming, and dependent, while boys are typically described as strong, adventurous, independent, and capable (Ernst, 1995; Jett-Simpso n & Masland, 1993). Boys tend to have roles as fighters, adventurers and rescuers, while girls in their passive role tend to be caretakers, mothers, princesses in need of rescuing, and characters that support the male figure (Temple, 1993). Often, girl characters achieve their goals because others help them, whereas boys do so because they demonstrate ingenuity and/or perseverance. If females are initially represented as active and assertive, they are often portrayed in a passive light toward the end of the story. Girl characters who retain their active qualities are clearly the exception (Rudman, 1995). Thus, studies indicate that not only are girls portrayed less often than boys in childrenās books, but both genders are frequently presented in stereotypical terms as well.
Many researchers and authors argue that readers identify with characters of their own gender in books. Therefore, the relative lack of girl characters in texts can limit the opportunity for girls to identify with their gender and to validate their place in society.
The manner in which genders are represented in childrenās literature impacts childrenās attitudes and perceptions of gender-appropriate behavior in society. Sexism in literature can be so insidious that it quietly conditions boys and girls to accept the way they Īsee and read the world,ā thus reinforcing gender images (Fox, 1993). This reinforcement predisposes children to not question existing social relationships. At the same time, however, books containing images that conflict with gender stereotypes provide children the opportunity to re-examine their gender beliefs and assumptions. Thus, texts can provide children with alternative role models and inspire them to adopt more egalitarian gender attitudes.
Gender stereotypical roles are constraining to both genders. Just as girls are trapped in passive and whiny roles, boys and men are rarely described as people demonstrating emotions of sadness and fear, having hobbies/occupations that are not stereotypically male and in roles where they arenāt competing or meeting high expectations. These stereotypes limit boysā and girlsā freedom to express themselves (Fox, 1993; Rudman, 1995) and pressure them to behave in ways that are Īgender appropriateā rather than ways best suited to their personality.
Ideally, all childrenās books used in the classroom should have well-rounded male and female characters. However, teachers seldom have much control over the childrenās books they use as their selection of books is often restricted to what is cheap, easily available, or contributed by parents and well-wishers. Despite these constraints, it is possible to take active steps to ensure the use of books that promote gender equity among the sexes.
One recommendation is to look actively for books portraying girls/women in a positive light with active, dynamic roles. Another suggestion is to look for books and stories that do not portray either gender in a stereotypical manner. Rudman (1995) recommends gender-neutral books where
Regardless of the type of book chosen, the message of respect for both genders should be subtly contained in the texts. It is important to avoid books that have strident messages on gender equity, as children tend to reject books that preach. In Mem Foxās (1993) words, ćlaboring the point kills the point of the laboring.ä
Before using strategies to identify gender stereotypes and develop gender-equitable perceptions among children, it is important for teachers to first recognize and articulate their own attitudes (Rudman 1995). Then they can guide children to be critical by using scaffolding strategies like the following:
Trites (1997) reminds us that during discussions with children, it is important to validate both feminine and masculine voices, and to listen to dissenting individual opinions. Teachers need to recognize that many children may have attitudes that are gender stereotyped only towards certain issues. Students need to be allowed to make choices that are consonant with their own personalities and which are self-empowering. It is also important to keep in mind that rethinking gender roles cannot be achieved in a day but is an ongoing process.
Ernst, S. B. (1995). Gender issues in books for children and young adults. In S. Lehr (Ed.). Battling dragons: Issues and controversy in childrenās literature. (pp. 66-78). Portsmouth, NH: Heinemann. [ED379657]
Fox, M. (1993). Men who weep, boys who dance: The gender agenda between the lines in childrenās literature. Language Arts, 70 (2), 84-88. [EJ457107].
Jett-Simpson, M., & Masland, S. (1993). Girls are not dodo birds! Exploring gender equity issues in the language arts classrooms. Language Arts, 70 (2), 104-108. [EJ457110].
Lawrence, B. (1995). Teaching Ideas: Getting into gender issues. English Journal, 84 (3), 80-82. [EJ502751].
McGowan, M., McGowan, T., & Wheeler, P. (1994). Appreciating diversity through childrenās literature: Teaching activities for the primary grades. Englewood, CO: Teachers Ideas.
Rudman, M. (1995). Childrenās Literature: An issues approach. (3rd edition).White Plains, NY: Longman. [ED379684]
Temple, C. (1993). ćWhat if ĪBeautyā had been ugly?ä Reading against the grain of gender bias in childrenās books. Language Arts, 70 (2), 89-93. [EJ457108].
Trites, R.S. (1997). Waking sleeping beauty: Feminist voices in childrenās novels. Iowa City: University of Iowa.
Digest #135 is EDO-CS-98-8 and was published in November 1998 by
the ERIC Clearinghouse on Reading, English and Communication, 2805 E 10th Street,
Bloomington, IN 47408-2698, Telephone (812) 855-5847 or (800) 759-4723. ERIC Digests are
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contacting the ERIC Document Reproduction Service at (800) 443-3742. This project has been funded at least in part with Federal funds from the U.S. Department
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Education under contract number RR93002011. The content of this publication does not
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