Exploring Occupational Stereotypes in Children’s Picture Books

Hendricks, Cindy; Hendricks, J. Robert; Houston, M Sue; Messenheimer, Trinka; Williford, J.H.

doi:10.18848/1447-9516/cgp/v07i02/36814

Cited by 3 publications

(1 citation statement)

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“…Research also shows that occupational roles are generally gender stereotyped in children's picturebooks (Hamilton et al, 2006;Hendricks et al, 2010). For instance, in their study of 200 popular picturebooks Hamilton et al (2006) found that males were more likely than women to be depicted as having a paid occupation.…”

Section: Representation Mattersmentioning

confidence: 99%

The (re)presentation of knowledge about gender in children’s picture dictionaries

Iversen¹

2021

Verbal and Visual Strategies in Nonfiction Picturebooks

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This chapter argues that picture dictionaries offer a more complex relationship between visual and verbal elements that goes beyond a simple representation of linguistic facts. Comparing the interplay between the visual and verbal across dictionaries, the chapter investigates the presentation of knowledge about gender in monolingual British picture dictionaries from the last 30 years, focusing on prototypes and stereotypes in the context of occupational roles.

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Section: Representation Mattersmentioning

confidence: 99%

The (re)presentation of knowledge about gender in children’s picture dictionaries

Iversen¹

2021

Verbal and Visual Strategies in Nonfiction Picturebooks

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Picture-Book Professors

Terras

2018

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How is academia portrayed in children's literature? This Element ambitiously surveys fictional professors in texts marketed towards children. Professors are overwhelmingly white and male, tending to be elderly scientists who fall into three stereotypes: the vehicle to explain scientific facts, the baffled genius, and the evil madman. By the late twentieth century, the stereotype of the male, mad, muddlehead, called Professor SomethingDumb, is formed in humorous yet pejorative fashion. This Element provides a publishing history of the role of academics in children's literature, questioning the book culture which promotes the enforcement of stereotypes regarding intellectual expertise in children's media. The Element is also available, with additional material, as Open Access.

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