NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ852163
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0256-8543
The Impact of Gender-Fair versus Gender-Stereotyped Basal Readers on 1st-Grade Children's Gender Stereotypes: A Natural Experiment
Karniol, Rachel; Gal-Disegni, Michal
Journal of Research in Childhood Education, v23 n4 p411 Sum 2009
Israeli 1st-grade children in two different schools in the same neighborhood who were using either a gender-stereotyped or a gender-fair basal reader were asked to judge for a series of female-stereotyped, male-stereotyped, and gender-neutral activities whether they were characteristic of females, of males, or of both. Children using the gender-fair basal reader indicated that more activities were appropriate for both males and females than did children using the gender-stereotyped reader. As well, those using the gender-fair basal reader judged stereotypically female activities as more appropriate for both males and females than did children using the gender-stereotyped reader. Type of basal reader did not impact judgments of the gender-appropriateness of either male-stereotyped or gender-neutral activities. There were no main effects or interactions with children's own sex or of mothers' work status. The importance of gender-fair portrayals in basal readers was discussed. (Contains 1 table.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A