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Children's Literature and Sexuality
Abstract
Children's literature teaches gender norms at a time when children are forming their gender identity. Books teach children about traditional and nontraditional families, multiple masculinities and femininities, and diversity in gender and sexuality. Gay and lesbian families have been portrayed in children's books since the 1990s. In recent years gender variance has become more common in literature, with children now depicted as gay, lesbian, or transgender. Children's literature helps young people think beyond traditional gender identities, rethink and challenge gender stereotypes, and consider the possibility of multiple masculinities and femininities. However, censorship of books with gender variant characters is common. As a result, during the time when children are forming their gender identity, developing views on masculinity and femininity, and acquiring gender stereotypes, literature that supports diversity in gender and sexuality may not be available to them.
... The Nigeria government is not doing enough to promote literacy in Nigerian languages. Language experts like Bamgbose (1994), Achebe (1987) shared this opinion. Nigeria government has failed to make Nigerian languages serve their rightful role in national development because they look for quick returns and investments. ...
This study investigates the importance of reading and its influence on the societal values. Descriptive survey method was used to elicit information from two hundred literate adults. The study attempts to find out if reading especially in the mother tongue will influence the development of positive attitude to societal values, make readers shun anti societal value behaviours and identify the desirable societal values. The findings of the study show that students can gain a lot from reading and can identify the values of their society and other societies. It also indicates that readers are being influenced either positively or negatively by the materials they have read. The findings show that pupils can develop positive attitudes towards societal values or shun undesirable values if they are exposed to reading materials in their mother tongue. It was recommended among other things that teachers should teach students and encourage students to read materials written in their mother tongues. Teachers should endeavour to draw out the moral lessons in the texts studied by the students.
This study provides a gender analysis of National Council for the Social Studies Notable Trade picture book selections suitable for the primary grades from the years 2006-2008. The study examines the number of male and female characters and the presence, or absence of, gender stereotypes relative to characters' personali-ties, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Both males and females frequently performed stereotypical jobs or roles, with no books depicting males in lower status jobs than females. In books with only female main characters, some women were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors in which characters engaged throughout these books, seven of them showed significant differences between males and females. Males were more likely to participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, use television/computer/radio, and earn a living. Females were more likely to perform domestic chores and demonstrate affection or emotion.
Change in gender roles has been predominantly asymmetric: The roles of women have changed more than the roles of men. To explore the reflection of such asymmetry in the popular culture, we examined how books recommended to teachers and parents as nonsexist differed from books categorized as sexist. Multiple raters read a sample of elementary-level novels and rated the portrayals of various forms of sexism, including stereotypic personality, segregated work and family roles, status inequality, gender segregation, the traditional idealization of femininity, and unequal representation of the sexes. Although nonsexist books were more likely than sexist books to portray female characters who adopted male-stereotypic characteristics and roles, both types of books similarly portrayed female-stereotypic personality, domestic chores, and leisure activities. Such portrayals may contribute to the perpetuation of gender inequality, particularly if they are held up as examples of equality.
This study provides a gender analysis of National Council for the Social Studies Notable Trade book selections suitable for the intermediate grades from the years 2006-2008. The study examines the number of male versus female characters and the presence, or absence of, gender stereotypes relative to character personalities, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Males frequently performed stereotypical jobs or roles with none of the books depicting males in lower status jobs than females. Some female main characters were portrayed in stereotypical jobs or roles while others were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors exhibited by characters throughout these books, six of them showed significant differences between males and females. Males were more likely to engage in physical activity, participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, and earn a living. Females were more likely to perform domestic chores.
This study provides a gender analysis of National Council for the Social Studies Notable Trade picture book selections suitable for the primary grades from the years 2006-2008. The study examines the number of male and female characters and the presence, or absence of, gender stereotypes relative to characters’ personali-ties, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Both males and females frequently performed stereotypical jobs or roles, with no books depicting males in lower status jobs than females. In books with only female main characters, some women were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors in which characters engaged throughout these books, seven of them showed significant differences between males and females. Males were more likely to participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, use television/computer/radio, and earn a living. Females were more likely to perform domestic chores and demonstrate affection or emotion.
Images of males and females at home and at work in interior and exterior settings were studied in two samples of children's picture books: those published prior to and after 1980. The pre-1980 data showed adult male characters outside the home more than inside, with the reverse being true for adult female characters. Boy characters were also found outside more than inside, but with little difference shown for girls. When the two time samples were compared, male child characters were depicted in significantly fewer outdoor settings in the post-compared with the pre-1980 samples. But, the number and variety of occupations for males in the post-1980 sample exceeded those for females by a considerable amount. Results are discussed with implications for children's development of career aspirations, self-esteem, and the interactive aspects of gender, power, and environment as parameters defining different interpretive communities of readers.
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