Hairdressing in space: Depiction of gender in science books for children

Abstract

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Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States

“…McCabe and colleagues argue "children's books reinforce, legitimate, and reproduce a patriarchal gender system" (2011, p198). The cumulative effect of this can lower girls' self-esteem as well as their occupational aspirations (Caldwell & Wilbraham, 2018). Moreover, boys can develop a sense of entitlement (Tognoli, et al, 1994); and children can be led to believe girls are less worthy than boys (Poarch & Monk-Turner, 2001;Rawson & McCool, 2014).…”

“…Gender messages are reinforced by consumer products (Freeman, 2007;Grau & Zotos, 2016) and media images of provocative, yet passive women and professional, confident and competent men (Grau & Zotos, 2016;McNair et al, 2001). The classroom materials and literature teachers select to share with young children reflect the beliefs and values a society has about identity, ethnicity and gender equity (Caldwell & Wilbraham, 2018;Chick et al, 2002;Diekman & Murnen, 2004;Gee & Gee, 2005;Jackson, 2007). Through the presentation of socially sanctioned behaviours, both explicit and implicit, children's picture books provide present and future images and models of children (Crisp & Knezek, 2010;Diekman & Murnen, 2004).…”

“…Research over many years is clear about the negative impact of sexism and gender stereotypes on children's development; it limits potential growth and development, impacts self-esteem and shapes interpersonal and intrapersonal relationships (Estola, 2011;McCabe et al, 2011;Narahara, 1998). Depictions of gender in children's literature can shape development, influence career aspirations, frame attitudes about future roles in society and impact personality characteristics (Caldwell & Wilbraham, 2018;Hamilton et al, 2006;Peterson & Lach, 1990). Furthermore, gender bias in picturebooks and gendered instructional materials strengthens children's biases (McCabe et al, 2011;Poarch & Monk-Turner, 2001;Rawson & McCool, 2014;); gives boys a sense of entitlement (Tognoli et al, 1994); lowers girls' self-esteem and occupational aspirations (Caldwell & Wilbraham, 2018) and teaches children that girls are of less value than boys (Poarch & Monk-Turner, 2001;Rawson & McCool, 2014;Weitzam, Eifler,).…”

“…Depictions of gender in children's literature can shape development, influence career aspirations, frame attitudes about future roles in society and impact personality characteristics (Caldwell & Wilbraham, 2018;Hamilton et al, 2006;Peterson & Lach, 1990). Furthermore, gender bias in picturebooks and gendered instructional materials strengthens children's biases (McCabe et al, 2011;Poarch & Monk-Turner, 2001;Rawson & McCool, 2014;); gives boys a sense of entitlement (Tognoli et al, 1994); lowers girls' self-esteem and occupational aspirations (Caldwell & Wilbraham, 2018) and teaches children that girls are of less value than boys (Poarch & Monk-Turner, 2001;Rawson & McCool, 2014;Weitzam, Eifler,). A 2016 report by the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Global Education Monitoring Report, (2016), found persistent gender bias in textbooks saps girls' motivation, self-esteem and participation in school, thus, undermining their education and limiting career expectations.…”

Sixty Years of Gender Representation in Children’s Books: Conditions Associated with Overrepresentation of Male versus Female Protagonists

“…However, other research suggests that stereotypes permeate children's books at multiple levels, including text (Clark et al, 2003;Lewis et al, 2020) and illustrations (Caldwell & Wilbraham, 2018;Crabb & Marciano, 2011). Even when female characters appear as protagonists, they are often portrayed as more emotional (Lewis et al, 2020;Tepper & Cassidy, 1999), less active (Turner-Bowker, 1996), and less associated with STEM (Axell & Boström, 2019;Caldwell & Wilbraham, 2018). Thus, it is not only necessary to strive for equitable representation in the numbers of male and female characters, but also for non-stereotypical depictions of these characters.…”