GENDER EQUALITY IN CHILDRENS LITERATURE GRADES K-6

Why having a gender-balanced reading curriculum is important!

AN INTRODUCTION:
To the research behind gendered bias in childrens literature.

GENDER INEQUITIES IN CHILDRENS LITERATURE

There are fewer female protagonists than male protagonists in childrens

books Out of those female protagonists, not many serve as positive role models for young girls Many of the characters in childrens books are not written as multidimensional humans with having both weaknesses and strengths. In a study by Crabb & Bielawski, they found that for the 2000s, 59% of illustrations in childrens books showed females using household artifacts, while only 16% of illustrations showed males using household artifacts. (Crabb & Marciano, 2011). In a study completed by Hamilton, Anderson, Broaddus, & Young, 200 childrens books were analyzed. They found that male characters appeared 53% more times in illustrations than female characters. Occupations were stereotyped, and more women than men appeared to have no paid occupation. (Hamilton, Anderson, Broaddus, & Young, 2006).

GENDER INEQUITIES IN CHILDRENS LITERATURE

In a study completed by Hamilton, Anderson, Broaddus, & Young, 200 top-

selling childrens books were assessed for gender bias. The following was found: (Hamilton, Anderson, Broaddus, & Young, 2006).
Adult and male characters, male main characters, and male pictures outnumbered female

characters and pictures for a ratio of 1.8:1.

Male authors wrote more books with male than female characters with a ratio of 3:1, whilst

female authors did not favor one sex over the other.
Female characters were three times more likely to be depicted to perform nurturing or

caring behaviors and to be found indoors vs. outdoors.

Both males and females were depicted as having active, rather than passive, roles in the

books.
Out of the 23 female adult characters shown with an occupation, 21 of them held

stereotypical feminine occupations. Out of the 37 male characters, 33 were shown in stereotypical masculine occupations.

HOW CHILDRENS BOOKS PERPETUATE STEREOTYPES

If the characters in childrens books remain gender-bound through

stereotypical jobs, roles, and behaviors, then it sets the stage for children and their future expectations. This may result in children developing expectations that remain gender-bound. Stereotyped portrayals of the sexes and underrepresentation of female characters may contribute negatively to childrens development, limit their career aspirations, frame their attitudes about their future roles as parents, or even influence their personality characteristics. (Hamilton, Anderson, Broaddus, & Young, 2006). A study by Anderson and Hamilton in 2005 showed that gender bias in childrens picture books was not limited to just girls and women. As parents, men were slighted. Men were under-represented and portrayed as stoic figures who took little part in the lives of their children. (Hamilton, Anderson, Broaddus, & Young, 2006).

WHY THIS IS IMPORTANT

When books send messages to children that specific artifacts are gender

marked to be used exclusively by either males or females, it may become adopted into normative gender roles. (Crabb & Marciano, 2011).
Constant exposure to representations of gender marking can influence

gender roles for males and females by directing them adopt specific beliefs, social norms, expectations, and behavioral routine. (Crabb & Marciano, 2011).
In a study conducted by Crabb & Bielawski in 1994, childrens books that

won the Caldecott Medal or Honor between 1938 and 1989 were analyzed. They performed a content analysis of the illustrations in these books and found that a larger proportion of female characters were shown using household artifacts like cooking and cleaning tools, while males were depicted using artifacts outside of the home, with items such as transportation vehicles. The females use of household artifacts did not change over the five decades examined. (Crabb & Marciano, 2011).

WHY THIS IS IMPORTANT

At ages 3-5, children begin the process of learning and distinguishing

between the sexes and forming gender stereotypes. Therefore, the roles and numbers of males and females represented in childrens picture books may have serious effects on these childrens gender role development and self-image. (Hamilton, Anderson, Broaddus, & Young, 2006). Stereotypical portrayals can hurt both boys and girls by positioning them to be certain kinds of people that they may not wish to be. If these readers dont feel as if they fit concepts of male masculinity or female femininity that they encounter in these texts, it may result in a lack of self-esteem by students, and feelings of invisibility. (Leland, Harste, & Clouse, 2012). Stories written for children have been recognized for their power to reproduce societal norms and teaching children what is considered normal and acceptable. Proper femininities and masculinities are constructed, challenged, and reinforced through literature. (Taber & Woloshyn, 2011).

REFERENCES
Crabb, P.B., & Marciano, D.L. (2011). Representations of Material Culture and Gender in Award-Winning Childrens Books: A 20-Year Follow-Up. Journal of Research in Childhood Education, 25, 390-398. Hamilton, M.C., Anderson, D., Broaddus, M., & Young, K. (2006). Gender Stereotyping and Under-Representation of Female Characters in 200 Popular Childrens Picture Books: A Twenty-First Century Update. Sex Roles, 55, 757-765. Leland, C.H., Harste, J., & Clouse, L. (2013). Talking Back to Stereotypes. Journal of Reading Education, 38(2), 5-9.

Taber, N., & Woloshyn, V. (2011). Dumb Dorky Girls and Wimpy Boys: Gendered Themes in Diary Cartoon Novels. Childrens Literature in Education, 42, 226-242.