Gender Stereotypes In Children Research Articles

The Impact of Gender Stereotypes in Children’s Picture Books on Children: A Review

The Impact of Gender Stereotypes in Children’s Picture Books on Children: A Review

Gender Perceptions in Multi-child Families: The Structure of Family Affecting Gender Stereotypes among Chinese College Students

This paper focuses on gender stereotypes in Chinese multi-child and one-child families to examine whether siblings influence gender stereotypes in College students. In this work, 141 questionnaires (M = 67, F = 74) on gender stereotype representations were collected. The t-test was used to detect gender stereotypes between groups from different families. This study demonstrates that large families influence gender stereotypes among college students, with females from large families showing significantly different feedback on gender stereotypes than males with siblings. Due to son preference, more resources for survival and education in the family will be invested in boys, which implies injustice and oppression of girls. China has already enacted the three-child policy, and the impact of gender inequality ideology on children's gender stereotypes in multi-child families, as reflected in this study, has theoretical value for the future promotion of gender equality education in Chinese families.

Gender stereotypes regarding power and niceness in Japanese children.

Belief in gendered social power imbalance (i.e. males are more powerful than females) leads to undesirable gender disparities, but little is known about the developmental origins of this belief, especially in Eastern cultures. We investigated the development onset of this belief by focusing on 4-7-year-old Japanese children while considering another belief (females are nicer than males) for comparison. In the dyadic context tasks, children saw pairs of animated characters depicting powerful-powerless or kind-unkind postures and judged the characters' gender (boy or girl). Results suggested both 'nice = female' and 'powerful = female' gender stereotypes in children. In the collective context tasks, children were presented with stories in occupational contexts, including multiple unspecified people and verbal cues, describing more explicitly the powerful and nice traits of the protagonists. The results replicated the 'nice = female' gender stereotype. Moreover, early 'powerful = male' gender stereotypes were seen in 6-year-old boys but not among girls in general. These findings demonstrate that Japanese children's beliefs regarding gender differences in power vary depending on the context in which male-female interactions are presented. Additionally, the study reveals that signs of the 'powerful = male' social power gender stereotype emerge around the ageof 6.

A cross-cultural study of children's graphic representations of men- and women-dominated occupations.

Occupational gender stereotypes develop from early age and contribute to occupational gender imbalance. Previous research used questionnaires or interviews to investigate children's explicit stereotypes and where drawings have been used, mostly men-dominated occupations have been considered. This study used drawings and interviews to assess implicit stereotypes of both men and women-dominated occupations and whether children's sex, age and cultural background predicted these stereotypes. Two hundred and forty-three 6-to-7-year-olds and 10-to-11-year-olds in Britain and Argentina-encompassing both Global South and Global North perspectives- drew five human figures: (i) person of their choice, (ii) dancer, (iii) nanny (iv) firefighter and (v) pilot. In interviews, children confirmed and justified their gender choices for each drawing. Results indicate gender stereotypes in children from both countries, especially towards women-dominated occupations. Girls exhibited more rigid gender views than boys. These findings suggest widespread and culturally consistent occupational gender stereotypes, potentially limiting children's future job choices.

Longitudinal stability and change across a year in children's gender stereotypes about four different STEM fields.

Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large, preregistered study, we examined the developmental trajectories of two gender stereotypes (involving interest and ability) in four STEM fields across three time points within a calendar year, starting in Grades 2-8. The diverse sample included 803 students ages 7-15 years old at the start of the study (50% girls; 8.5% Asian, 6.0% Black, 25.5% Hispanic/Latinx, 43.7% White, and 16.3% other). Multilevel growth modeling was used to examine developmental trajectories in students' stereotypes for four STEM fields (math, science, computer science, and engineering) while considering both gender and grade level. We found that different STEM disciplines displayed different developmental patterns: Math ability and science interest stereotypes more strongly favored girls over the year among elementary school participants, whereas computer science stereotypes less strongly favored boys over time, and engineering stereotypes (which largely favored boys) were stable across time. The results highlight that the development of stereotypes is not the same for all STEM fields as well as the need to understand the complexity and specificity of developmental change across fields and types of stereotypes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A THREEFOLD APPROACH TO CHILDREN’S CHOICE OF PLAY IN THE SCHOOL AND FAMILY ENVIRONMENT

The present study aims to investigate the preferences of children aged 3 to 5 years old regarding their choice of play in two different environments, taking into account participatory pedagogical approaches, which support the value of children’s actions and “voice”. Its purpose is to pinpoint any gender stereotypes in children's preferences, to enable the comparison of data and the highlighting of the way they complement or contrast with the opinions of educators and parents regarding those preferences. The research revealed that children prefer commercially successful toys related to mass culture, which they employ for role-playing. Children choose different types of toys -mostly gender neutral- in the ECEC settings, in contrast to their choices in the family environment, which shows that gender stereotypes prevail at home. Boys and girls choose toys based on gender. Modern pedagogy aims to empower children to develop relationships of respect and equality and to provide equal learning opportunities. It is therefore imperative to encourage the use of gender-neutral toys to deconstruct the gender dichotomy and adopt gender-neutral pedagogy, helping to reduce stereotypes and raise awareness of social justice from early childhood.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0858/a.php" alt="Hit counter" /></p>

La neurociencia como base para la mejora de las TIC educativas

The construction of gender identity in childhood is a topic of great importance, since it influences the personal and social development of boys and girls. Several investigations have shown that gender stereotypes present in society have a great influence on the construction of children's gender identity. In this sense, different aspects that can influence the formation of stereotypes have been analyzed, such as classic stories, children's advertising, television consumption, gender roles in play, toys and cartoons. In addition, social factors such as family and school have been identified that can influence the modification of gender stereotypes. Different strategies and classroom projects have been proposed to promote gender equality, foster education in values and avoid the transmission of gender stereotypes in children's education. Children's and young people's literature has also been analyzed as a means for theconstruction of gender identity in children, and educational proposals have been proposed to work on the elimination of gender stereotypes in children's and young people's literature. In general, it can be concluded that it is necessary to continue working on the elimination of gender stereotypes in education and society in general, in order to promote a more egalitarian and respectful education of gender differences.

Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds

AbstractThe underrepresentation of women and the perpetuation of gender stereotypes in children's literature has long been a concern. This study examined the portrayal of women in children's picture books and the potential of interactive read‐alouds to promote gender equity in early childhood education, with the aim of shedding light on gender inequality. This study used critical discourse analysis, theoretically informed by Rosenblatt's transactional theory and gender schema theory, to analyse 19 books and interactive read‐aloud sessions between preservice teachers and children in six preschools. The results showed that books on women's inequality are discussed in three categories: the absence of female characters, gendered discourse, and the perpetuation of traditional women/maternal roles. Using examples from children's interactions, this study highlights the need for critical thinking about gender stereotypes and promoting gender equity in early childhood education. This study contributes to the literature on gender inequality in children's literature and provides practical implications for early childhood educators by emphasizing their critical role in promoting gender equity in children's learning and development.

Women are expected to smile: Preliminary evidence for the role of gender in the neurophysiological processing of adult emotional faces in 3-year-old children.

Children form stereotyped expectations about the appropriateness of certain emotions for men versus women during the preschool years, based on cues from their social environments. Although ample research has examined the development of gender stereotypes in children, little is known about the neural responses that underlie the processing of gender-stereotyped emotions in children. Therefore, the current study examined whether 3-year-olds differ in the neural processing of emotional stimuli that violate gender stereotypes (i.e., male faces with fearful or happy expressions) or confirm gender stereotypes (i.e., female faces with fearful or happy expressions), and whether boys and girls differ in their neural processing of the violation and confirmation of gender stereotypes. Data from 72 3-year-olds (±6 months, 43% boy) were obtained from the YOUth Cohort Study. Electroencephalography data were obtained when children passively viewed male and female faces displaying neutral, happy, or fearful facial expressions. This study provided first indications that happy male faces elicited larger P1 amplitudes than happy female faces in preschool children, which might reflect increased attentional processing of stimuli that violate gender stereotypes. Moreover, there was preliminary evidence that girls had larger negative central (Nc) responses, associated with salience processing, toward female happy faces than male happy faces, whereas boys had larger Nc responses toward male happy faces than female happy faces. No gender differences were found in the processing of neutral and fearful facial expressions. Our results indicate that electroencephalography measurements can provide insights into preschoolers' gender-stereotype knowledge about emotions, potentially by looking at the early occipital and late fronto-central responses.

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

AbstractThis preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education.Context and implicationsRationale for this studyThis study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms.Why the new findings matterOur findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions.Implications for practitioners and policy makersThis study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.

Gender representations and portrayal of adults in children's television advertising: content analysis of prime cartoon channels in India.

Gender stereotyping in television advertising is a universal phenomenon and has the potential to influence children's perceptions of gender roles. Despite India's enormous child population, gender representation in television advertising is hardly researched. This study was conducted using a content analysis methodology to examine gender stereotypes in children's television advertising in India. A total of 189 unique advertisements were selected from six prime cartoon channels, namely Nickelodeon, Disney Channel, Hungama, Cartoon Network, Discovery Kids, and Pogo TV. A stratified constructed sample of 319 central figures from 102 hours of TV viewing was collected over two consecutive weeks in November 2018 during children's prime-time viewings. This study examines gender role cues in children's television advertising using McArthur and Resko's coding method. The sample was subsequently analyzed using chi-square statistics, and the findings were contextualized and compared with those from other Asian nations. The results indicated that men significantly dominate (voice-over, product authority, autonomous roles, fact-based arguments, other products, end comments, pleasure, and practical rewards), whereas females are stereotyped (dependent roles, product users, portrayal of domestic products in domestic settings, opinion-based arguments, and self-enhancement rewards). However, the results reveal a reduction in certain stereotypical aspects, such as a significant increase in women performing voice-overs and portraying characters with product authority and autonomy, while men exhibit increased involvement with domestic products and rewards such as self-enhancement, practical, and pleasure rewards. The theoretical (social learning and role congruity theory) and practical implications for advertisers and marketers are discussed based on these findings.

An investigation into the relationship between clothing colors and gender stereotyping in children

This paper investigates the relationship between children's clothing color and gender stereotyping, as well as the underlying mechanisms. Sample colors were chosen based on their representativeness and prevalence, and characterized using the HSB (Hue-Saturation-Brightness) color model. Through sensory experiments, it is found that most colors have varying degrees of gender association. The paper explores the general principle of how gender stereotyping is induced from the perspective of the CMY color theory and analyzes the relationship between color brightness, saturation, and gender stereotyping by establishing regressional models. It is also found that the formation of gender stereotypes in children's clothing is related to people's different expectations for the temperament and behavior patterns of children of different genders through perceptual experiments. Understanding the gender tendencies conveyed by colors can offer designers guidance in the application of colors when creating products targeted at specific markets characterized by different gender cognitive inclinations. Besides, the findings of the study will inform future research in the fields of clothing psychology and children's gender cognition education.

Mr. Active and Little Miss Passive? The Transmission and Existence of Gender Stereotypes in Children’s Books

Do popular children’s books tend to reflect gender stereotypes, and do parents prefer their daughters to read books reflecting this pattern? We explored these research questions using the popular Roger Hargreaves’ Mr. Men and Little Miss collection of children’s storybooks, which is a series of individual stories all titled with and based on a binarized gendered character (e.g., Mr. Greedy, Little Miss Sunshine). Using a deductive content analysis approach, Study 1 revealed that the characters in the series’ 81 books tend to behave in gender stereotypical ways, with male characters more adventurous and active and female characters more domestic and passive. Books that had female leads were also more likely to have male secondary characters. In Study 2, participants rated the masculinity/femininity and positivity/negativity of the traits of each of the book series’ titular main characters without knowing the (gendered) book title. The traits used in Little Miss stories were associated with femininity, and the Mr Men story traits with masculinity. In Study 3, when faced with the prospect of selecting a Little Miss book to read to their daughter, parents preferred counter-stereotypical book choices (e.g., Little Miss Brainy). Perceived consistency with what parents wanted to teach their daughters about women predicted this book choice. Overall, although these books tended to reflect traditional gender stereotypes (Studies 1, 2), and people held these beliefs (Study 3), we found that parents wanted a counter-stereotypical book for their daughter. Implications for the transmission of gender stereotypes via children’s literature and parental choices are discussed.

A National Comparative Content Analysis of Gender Stereotypes in Children’s TV Shows

Gender stereotypes negatively affect people’s views and opinions on gender and, thus, bolster gender inequalities. Recently, the children’s TV industry has been reinforcing gender stereotypes throughout its shows, which can be highly detrimental to a child’s upbringing. In addition, countries of different socioeconomic levels vary in the progress of gender equality. This discrepancy creates a barrier in identifying where exactly change needs to be initiated in the children’s TV industry. Therefore, this study 1) identifies gender stereotypes in children’s TV shows, 2) examines the differences in gender stereotypes in the United States and India, and 3) examines whether or not gender stereotype patterns have changed over the past decade. Based on specified criteria, the 4 following TV shows were selected: 1) Arthur, 2) Thomas & Friends, 3) Chhota Bheem, and 4) Bapu and assessed on 5 gender-stereotyped domains: 1) the prominence of female and male characters, 2) terms used when describing characters, 3) activities & occupation, 4) talkativeness, and 5) appearance. To measure the variability of gender stereotypes in each show, momentary-time sampling, and average mean were also used. Overall, findings show that gender stereotype patterns are present in children’s TV shows, have decreased over the past decade, and have a greater presence in Indian TV shows than in American TV shows. These results show a need for drastic change and equity worldwide in the children’s TV industry.

Gender equity and motivational readiness for computational thinking in early childhood

Learning coding during early childhood is an effective way for children to practice computational thinking. Aspects of children's motivation can increase the likelihood that children approach computational thinking activities with enthusiasm and deep engagement. Gender inequities may interfere with children's readiness to take advantage of opportunities to build computational thinking skills through activities such as coding. Societal stereotypes can reduce young girls’ motivation to engage with computer science, preventing them from gaining benefits from coding activities designed to support computational thinking. This study examined children's gender stereotypes as well as children's own motivation for computer coding in 363 first- through third-grade children. We assessed gender differences in both stereotypes and motivation, as well as links between the stereotypes that individual children held and their own motivation. Children generally endorsed stereotypes about interest and ability for computer coding that favored their own-gender group, although third-grade girls reported gender-egalitarian beliefs about interest in coding. There were no gender differences in children's motivation for computer coding in terms of their own interest, sense of belonging, or ability self-concepts. Children's stereotypes about their own-gender group were significantly positively correlated with their own motivation for computer coding. These findings suggest that early childhood represents an excellent age for children to begin building computational thinking skills, before girls endorse negative stereotypes about their gender's interest in computer science.

Moya-Guijarro, A. Jesús and Eija Ventola, editors. A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books. Routledge, 2021. 306 pages

Moya-Guijarro, A. Jesús and Eija Ventola, editors. A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books. Routledge, 2021. 306 pages

Challenging Male Gender Stereotypes in Children’s Picture Books. A Social Semiotic and Multimodal Analysis

The main aim of this article is to identify the visual and verbal strategies that authors and illustrators display in five picture books featuring children who do not conform to traditional masculine gender stereotypes. The theoretical framework adopted for the multimodal analysis is Systemic-Functional Social Semiotics. After identifying the verbal and visual transitivity/transactional options that are actualised in the sample texts, we determine whether the semantic load that each mode contributes to the construction of gender is convergent or divergent. The findings show that the meaning load carried by embedded images (action plus reaction), together with verbal and mental processes of perception, provides essential cues for fostering progressive gender discourses.

Are gender-stereotyped attitudes and beliefs in fathers and daughters associated with girls’ perceived motor competence?

ABSTRACT Background: Children can internalise social and parental gender stereotypes and this may influence their perceived motor competence (PMC). This study aimed to examine the association between father and daughter gender-stereotyped attitudes/beliefs and girls’ PMC. Methods: Girls (N = 68, M age = 8.9 years, SD = 1.7) and their fathers were recruited at baseline from a physical activity intervention. Girls’ PMC was assessed using the pictorial scale of Perceived Movement Skill Competence. Gender-stereotyped attitudes/beliefs of girls and fathers were assessed using the Occupation, Activity, and Trait – Attitude/Personal instrument. The girls’ questions were interviewer administered to ensure comprehension, whilst fathers completed an online survey. Correlations were calculated, followed by linear regressions adjusted for girls’ age and fathers’ education. Regression models were used to investigate associations between father-daughter gender-stereotyped attitudes/beliefs, and whether these attitudes/beliefs were associated with girls’ perceptions of their object control/locomotor, active play, and overall skill competence. Results: Girls’ gender-stereotyped attitudes negatively correlated with overall PMC, r(60) = –.36, p = .004, and object control perception, r(60) = –.36, p = .004. These associations remained evident in linear regression analysis. No other associations were found. Conclusions: Girls with more gender-stereotyped attitudes have lower motor skill perceptions, which may impact negatively on physical activity and sport participation. Future interventions aimed at reducing sociocultural gender stereotypes in children may improve girls’ motor skill perception and positively impact physical activity.

The acquisition of the gender-brilliance stereotype: Age trajectory, relation to parents' stereotypes, and intersections with race/ethnicity.

Past research has explored children's gender stereotypes about specific intellectual domains, such as mathematics and science, but less is known about the acquisition of domain‐general stereotypes about the intellectual abilities of women and men. During 2017 and 2018, the authors administered Implicit Association Tests to Chinese Singaporean adults and 8‐ to 12‐year‐olds (N = 731; 58% female) to examine the gender stereotype that portrays exceptional intellectual ability (e.g., genius, brilliance) as a male attribute. This gender‐brilliance stereotype was present among adults and children and for both Chinese and White stereotype targets. It also was stronger among older children and among children whose parents also showed it. This early‐emerging stereotype may be an obstacle to gender equity in many prestigious employment sectors.

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about their gender stereotypes about toy preferences, how often they engage in counterstereotypical playmate experiences, and their desire to play with peers who hold counterstereotypical toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counterstereotypical compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counterstereotypical toy preferences compared to children with more gender stereotype-consistent expectations. Younger children's reported playmate experiences with peers who liked toys that were gender counterstereotypical and their desire to play with these peers were strongly related to their gender stereotypical expectations (and more so than for older children). Together, these findings indicate that children's gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counterstereotypical toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).