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ERIC Number: ED394931
Record Type: RIE
Publication Date: 1996-Feb
Pages: 17
Abstractor: N/A
Reference Count: 0
Weaving Girls into the Curriculum.
Goss, Gail
This paper addresses the types of gender bias stereotyping that has been prevalent in children's books and its impact on children. Results are presented of a gender role model analysis that used the International Reading Association's Children's Choices book list, and recommendations are given to help correct and balance gender stereotypes when using children's books. Traditionally, females were presented in literature roles that were less exciting, involved less problem solving, and were less involved in life than the roles for males; females were seldom main characters. In this study, 45 children's books were coded to determine the difference in gender role models for females and males in children's books. It was found that 36 percent of the main characters were female, 47 percent were male; in secondary characters, 47 percent were female, and 41 percent, male. Several emerging trends were noted in more recent literature, specifically, the emergence of female adventurers and rescuers and of males who helped with the household chores and child care. Collaboration and cooperation were found to be stressed over gender specific tasks. Books are suggested as a vital way to encourage children to think about expanding their concepts of behaviors and possibilities. Special ideas and texts to be used are suggested, such as rewriting a story with changed gender grammar or discussing word usage and story slant. It is suggested that books can help to balance gender roles so that the characters the children read about and identify with, are suitable models to help them prepare for the realities of the future. (Contains 27 references.) (NAV)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Childrens Choices (Booklist); International Reading Association
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Chicago, IL, February 21-24, 1996).