1.Read Gender equity article
2. Read article on link below focusing on criteria for evaluating books in light of gender issues
http://www.kidsource.com/education/gender.issues.L.A.html
Please conduct a meaty discussion on the ideas posed in the articles. A MINIMUM Of 2 entries per person.
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In her article, “Ella Evolving: Cinderella Stories…,” Linda T. Parsons theorizes that adults perpetuate a “patriarchal culture” in part by exposing young children to a traditional canon of literature, specifically the Perrault versions of fairy tales. Such fairy tales contribute to critical gender socialization where girls learn they “must be beautiful to be worthy” and “objects acted upon,” rewarded with a prince for becoming beautiful, since girls in these tales are rewarded by men’s desire for them. Female characters are consistently portrayed as “weak, submissive, dependent and self-sacrificing” while men are portrayed as “powerful, active, and dominant.” Parsons brings to our attention several modern, some feminist, “re-visioned” Cinderella stories that attempt to “subvert patriarchal positioning.” She believes that if adults share such re-visions with children (particularly Ella Enchanted), that these children could “resist positioning and challenge stereotypes…” In other words, if the right discourses are made available to children through truly feminist literature, they can “construct alternative positions from which to understand their world…” While Parsons insists that we must encourage both boys and girls to rethink such gender roles, she seems to offer a caveat when quoting Ella Westland, who notes that “…we can speculate that [the boys] had little incentive to alter the standard fairy-tale structure…because they had more to lose than gain from the changes…” This leads to my challenge as a middle school reading teacher. My 8th grade classes generally have more boys than girls, and many of these boys, ages 13 and 14, are fully invested in the typical gender role stereotypes. When these issues come up in conversation – generally triggered by text – boys often border on anger when the stereotypes are challenged. Additionally, many of these already engrained beliefs and values are clearly supported by their home culture. When we challenge stereotypes supported in the home, we challenge the family value system. I’m not saying that we avoid texts and conversations that offer feminist viewpoints; I am saying that it can be a tricky business with a middle school male audience.
Gender equity
First I would like to say that I perceive the concept of gender equity as an ongoing process. Also, I see the process as having escalated in the speed of equity or equal ness (in our culture) within the last hundred years. This being said I think the concept has gained in the consciousness of people but what happens in theory can be very different than what happens in real life. Also, I don’t think that some of the gender equity issues have been good for society and families as a whole. The article entitled “Gender Issues in Children’s Literature” begins with a statement from a study by Jett-Simpson and Masland, 1993 who state that gender bias exists in the content, language, and illustrations of a large number of children’s books. It goes on to state that the bias may be seen in the extent to which a gender is represented as the main character in children’s books and how that gender is depicted. I think what is more important than gender equity is human equity, irregardless of gender but I do think gender roles are important for children to develop a sense of identity and identification. Children need a sense of security within themselves, their family unit, their place of education, their place of worship, their neighborhood, their community, country, and world. This security is developed through who they are and where they fit in the scheme of things. This security begins from the minute they are born and gender is validated. Nowadays, it can be accomplished before birth. Gender dictates roles in life that at one time could not be changed. However, in today’s scociety while not being changed are being bent, twisted, and turned. Change can produce good things and bad things. While I think there is more gender equity now than there has ever been in this country’s past I think that students still need to be educated in gender equity(human equity) through good(and bad) literature to see the difference and through teachers’ skillful use of strategies to identify gender stereotypes and development of gender-equitable perceptions among children. However, it begs the question-where are children still getting these (outdated?) perceptions of gender now that we, as a society, are aware of equity? Does some of the answer lie within the genetics of gender?
In response to slynch I find it interesting that her class of 8th grade boys resist the changing of stereotypes in gender roles(issues) and while I think it is absolutely necessary to challenge with a goal of changing I think there is such a thing as gender r development and this age group is not yet developmentally ready to accept fully and/or completely the concept of gender equity. I think there is a genetic basis to this resistance along with a hormonal one.
I agree with slynch regarding a teacher’s need for sensitivity when facilitating discussions in K-12 classrooms that challenge stereotypes that represent the value system of students’ families and the need to handle these discussions with care. We, as teachers, need to be cognizant of the diverse backgrounds of our students and not make assumptions based on our own belief systems. The exposure to multicultural literature that reflects diverse belief systems and then the subsequent discussions of such literature can provide a format to discuss and explore different viewpoints and possibilities. In Parsons’ article, “Ella Evolving: Cinderella Stories…” the importance of discourse is discussed. Student centered interactive grand conversations based on literature is one way to challenge the stereotypes found in some “fairy tales” and influence the background knowledge of many of our students through students led, rather than teacher led, discussions. Parsons discusses the importance of the believability of an author’s work and cites Galda & Beach when saying, “Readers expect characters to behave in what they consider culturally appropriate ways.” She goes on to say, “We can only take up reading positions that exist within our discursive histories.” One way to challenge stereotypes when rich gender neutral literature is not readily available or not believable is to use current newspaper and magazine articles that reflect true people pushing the cultural boundaries that once existed. We have current examples that reflect changes to the assumptions made in Cinderella type fairy tales pertaining to male and female roles in our society. We need to make current examples available to our students and students in middle school could explore these changes through discussion and debate.
Before commenting on the article Ella Evolving I liked to address one of the questions the grad student posed about where children are still getting these "outdated" perceptions of gender role. While society is more aware of equity within gender roles, I think about the classical fairy tales that continue to perpetuate cultural norms for gender appropriate behavior. Anyone who has been to Disney is aware that walking around this theme park are women dressed in costumes to represent Cinderella, Sleeping Beauty and Snow White. Little girls wearing these fairy tale costumes in this theme park and on Halloween idolize these submissive and passive female characters. Despite feminist re-visions in which the female protagonist is empowered and has a voice such as in Ella Enchanted discussed by Parsons, cultural norms that define our gender role in society are difficult to defy. Parsons addressed the importance of discourse in order to challenge storylines; however doesn’t the reader need to be aware of his/her gender role in order to challenge it? I see this as a difficult task for younger readers. Even with older readers, challenging storylines may be tricky as Lynch discussed because of family values.
“Gender Role Stereotyping of Parents in Children’s Picture Books: The Invisible Father” fascinated me not only in terms of the picture book data presented (fathers never kissing children, for example), but also in terms of the discussion on current traditional gender roles – “inequities in the household” – that still prevail. For instance, Anderson and Hamilton claim that “mothers in dual-earner families still perform about one-third more housework than fathers do, and they shoulder the majority of cooking and child care responsibilities…” I realized that witness this phenomenon daily. I don’t have children, but am in awe of my colleagues who are moms. I’ve worked with them long enough to know for certain that they do perform most of the household duties, and then correct papers. How is that possible? Do picture books have something to do with this? Huh. The authors point to a 1998 research review on sexism (Narahara) that concludes “characters in books become gender role models,” so apparently it is likely that picture books do contribute to this situation to some degree. And how incredible that, according to this study, fathers were NEVER shown feeding, hugging or kissing their children! I am interested in seeing the list of the 200 prominent picture books that were part of their study. I assume these books are still read aloud to young children and, therefore, continue to socialize the generations to come in the same manner of traditional gender roles. They also mention Blankenhorn (1995), who “called fatherless families America’s ‘most urgent social problem’” and in part blamed children’s books. That’s quite an accusation to level on picture books. I’m not arguing against these claims; I’m just taken aback. This was an eye-opener for me. Was anyone else struck in this way? Had anyone given this serious thought to this topic before reading this article? I confess, I had not.
Higgins says: "We need to make current examples available to our students and students in middle school could explore these changes through discussion and debate." That's key, and it is the way to go in terms of presenting any potentially touchy issue to a class; put it out there through carefully chosen texts and allow students to construct meaning together in a structured dialogue. I generally try very hard to avoid subjecting my students to my own values, although my ideas probably leak out through the texts I sometimes choose.
grad student says:"Gender dictates roles in life that at one time could not be changed. However, in today’s society while not being changed are being bent, twisted, and turned. Change can produce good things and bad things." Your comment appears to refer to a quote I pulled from this article on picture books: “mothers in dual-earner families still perform about one-third more housework than fathers do, and they shoulder the majority of cooking and child care responsibilities…” I do not believe this is a happy outcome of so-called gender equity! Not quite equitable. Is this what you are saying?
Janet says: "...cultural norms that define our gender role in society are difficult to defy..." And does our society want to defy traditional gender roles right now? We are talking specifically about culprit picture books I know, and I don't want to get off topic, but of course it's so much more than picture books, including current "values climates" (just made that up). For instance, I remember noticing in the late 1990's that tv ads were busting traditional stereotypes, with dads buying the laundry detergent and mopping the floor. No longer. In current tv ads, men are back to deciding if the family should go on vacation or buy a pool and wives again are wiping up their husband's spills. Seriously. I fear that right now much of our society is quite comfortable with traditional gender role picture books.
I want to respond to slynch and others in regard to David Anderson and Mykol Hamilton’s article, “Gender Role Stereotyping of Parents in Children’s Picture Books: The Invisible Father.” First, who defined undesirable parental stereotypes? Also, don’t the attitudes of the students exposed to picture books and other forms of literature change as they develop and are exposed to real life situations and current literature more representative of current norms. I would find it hard to believe without evidence substantiated through a variety of studies that these attitudes are stagnant and do not evolve as the child transitions into adulthood. I realize that picture books are part of the enormity of cultural scripts available to our citizens, but I can’t imagine that they carry much weight when looking at all of the other economic, social and psychological reasons for fatherless families in America, something eluded to when the authors of this article cited Blankenhorn. Who are the people writing these picture books? What is the percentage of male and female picture book authors? How old are the authors whose books were part of the study? Were many from a generation where gender roles were more carefully defined and limited? Were the college students referred to by Fox who created their own picture books part of teacher pre-service classes that generally have a larger percentage of females vs. males or were the authors mostly males who would typically write about other males as main characters? What are the socio-economic and educational backgrounds of the parents of the children in the studies cited? Who are raising the children? In single family homes many parents need to work extra shifts or unconventional shifts, not 9-5 or 7-3. In many upper income families both parents work and the children are spending much of their awake time outside of school in daycare or with nannies or older grandparents. What is the role of the people reading and discussing these books with the children? Even if fathers were underrepresented in the picture books studied, the phrase "deadbeat absentee” seems harsh and unreasonable.
Gender Role Stereotyping of Parents in Children’s Picture Books: The Invisible Father was an interesting read. Anderson and Hamilton state “one variable that stands in the way of gender equality is parenting in the gender socialization of children and parents that perpetuates traditional division of household labor”. Reflecting back to my childhood my father was the breadwinner and my mom was a stay at home mom. My mom did the cooking, cleaning etc. So if children are socialized with these gender roles, when they read a book where the characters are portrayed with gender role stereotypes would they challenge this? In Parson’s Ella Evolved, Parsons writes that this is why discourse is important so the reader can challenge stereotypes and storylines. While this may not be possible for young readers, what about adolescent readers? Adolescence has its trials and tribulations with peer pressure, physical developmental changes and there is also the identity issue. Are adolescents apt to challenge gender roles they have been socialized with?
I mow the lawn and take out the garbage, and my husband shops and cooks. I like being outside; he likes to create flavors by experimenting with food and spices. We have two sons. They have been exposed to a variety of gender role models through their large extended family and through their interactions with their friends from the neighborhood and from college. They have had male and female professors and doctors. We read newspapers, magazines and watch and discuss the news together. We talk about possibilities, democracy and the fair and equitable treatment of all humans. Even though many of the picture books coded in the study shared by Anderson and Mykol support their theory of invisible fathers in picture books, I still question the overall influence of the stories on the children and parents exposed to these stories. Is the equal distribution of household chores, in picture books or in actual households, indicative of how our society does or does not treat all people as individuals regardless of gender? Do most people learn how they can or should act based on characters in picture books? I know many of the original picture books and fairy tales were based on moral tales to teach children, but haven’t we evolved beyond allowing a community of authors to dictate how we should or should not behave? My dad was raised by his mother and grandmother and my husband’s father died before he was two years old. Both men are loving, nurturing parents. The concerns regarding the representation of gender roles in early picture books raised by Anderson and Mykol are mild compared to the objectification of females, as young as preteens, in our print and video marketing, as well as, movies and graphic novels much of which is geared to an adolescent and young adult audience. Many children can dismiss the characters in many of the fairy tales they are exposed to as from long ago when people did not have the equal rights afforded to us under the United States constitution. We say the pledge in school daily. The words are posted in the classroom and are discussed with my students. If we as teachers really want to analyze how we can change perceptions of gender roles, maybe we need to look at Madison Avenue and teach children how to analyze this constant bombardment of print and other visual media.
Higgins posed the question "Do most people learn how they can or should act based on characters in picture books?" I think not. I believe that children learn about gender roles at home and what they read in books can confirm what they already believe. In cases where children question their role because of the home situation, than I beleive that books can influence what they view as their role. Can people change what they believe? I say yes. Even though I was reaised with parents who are from the "old school" and had defined gender roles that would be supported in books, that is not how my husband and I raise our family. My husband is Mr Mom and I go off to work every morning. We have had more people comment on this than I can count. My husband is nurturing and caring and when our oldest was months old he would hold her and walk up and down the hallway as she cried for a whole hour every night at the same time. I think the issue of books influencing gender role is something like the chicken and the egg dilema. Which came first the influence or the socialization?
Anderson and Hamilton conclude: “A risk of stereotypical portrayals [in books] is that they may socialize children at important periods in their development…” As some on this blog have mentioned, children are socialized in many ways; however, if I were a parent I would prefer to be aware of these stereotypical portrayals and choose literature carefully and thoughtfully – mix it up. I watch the show Mad Men, set in the early 1960s; my mother reports that it is spot on in its portrayal of gender roles. Yes, we’ve clearly made progress in the last forty years in terms of gender equality. On the other hand, I’m surprised we haven’t come farther. Maybe these books aren’t to blame entirely, but they can’t be helping the situation. As I read through the list of references for this study, I was intrigued by one title in particular: “Men who weep, boys who dance: The gender agenda between the lines in children’s literature.” I now wonder about authors’ motivation. Is there an agenda between the lines when authors portray characters in traditional roles, or when they leave out the father? Or are these authors controlled by their perceptions of their world? Are authors aware of the stereotypes they perpetuate?
In an attempt to synthesize the article, Gender Role Stereotyping of Parents in Children’s Picture Books: the Invisible Father, the authors state in the conclusions that their results indicate significant imbalance in portrayals of mothers and fathers. I would postulate, and I have not checked any research, that women are more caring and nurturing as a gender than men are and that men show less emotion and exhibit more physical aggression which at times is channeled in the work place. The aggression is not physical but a motivating internalization to “do well”. I do see these attributes as on a continuum ranging from what is termed stereotypical to the opposite which seems to still be considered atypical. In an extension of gender equity I think we also need to examine gender equity in salary and while the workplace has become more “fair” there are still many times when male salaries far outweigh female ones. That being said I think it is very important to think in terms of the children the picture books are created for. While in the adult world a woman’s role as mother is viewed as narrowly defining her, (and I am personally offended by this view) seen through a child’s eyes, parental roles are all encompassing be they father or mother, stereotypical or atypical. While we want to define parental roles as being non –gendered in terms of love, support, and care we need to honor and value choice for each parental individual whether it is termed stereotypical or atypical. Children choose books that interest them to make text to self connections, and text to world connections. Those children whose parental individuals are stereotypical will make those connections just as children whose parental individuals are the opposite. Wise parents will also read books with their children that model other types of family units but we must keep in mind that whatever the family unit the adults in the unit will always place more value on the unit they feel is best for their family. While I feel that every individual must make their own choice I find it offensive that stereotypical choice has a bad connotation in today’s society and other choices do not. The authors state that a risk of stereotypical portrayals is that they may socialize children and parents at important periods in their development. I think that many of our children today face even greater risks when it comes to socialization at important periods in their development than mommy stays at home and daddy goes to work.
After reading the articles and your posts, I agree with the fact that teachers need to be aware of the possible inequalities that may be prevalient in regards to gender. For example, in selecting "boy books" or making a "guys read" shelf, it is also important to keep in mind that there are girls that may like sports, etc, and would also be just as interested in reading "boy" topics and books like graphic novels. As teachers, we need to cultivate each indiviual child keeping in mind individual interests and needs. I think it is also important as a teacher to keep in mind learning styles for boys learners and girl learners. It is researched that boys learn differently than girls, and it is important to vary and adjust your teaching style to meet needs of all- so it is important to include use of technology and opportunities for movement, as boy learners need that. It is important for a teacher to keep gender inequality in thier mind when designing lessons for male and female learning styles.
I agree with slynch when she stated: “… if I were a parent, I would prefer to be aware of these stereotypical portrayals and choose literature carefully and thoughtfully – mix it up.” As a parent and as a teacher I agree. In “Ella Evolving...,” Parsons states, “We are situated in and constructed by the discourses in which we have access…at any given time we are positioned within competing discourses as we constantly form and reform out subjectivities.” As teachers, it is not our place to judge our students’ families or impose any value system on our students, but is our charge to carefully select rich material that will expose our students to a variety of discourses with regard to gender as well as other cultures. Students not only need to identify with, but need to become aware of other roles and traditions that might not be familiar to them. This will create flexibility in their ability to examine their belief systems as they mature and spread their wings in a global environment.
First I would like to say wow to all the comments made throughout this assignment. I would like to comment on Janet's entry on how her husband stays home while she goes to work. It's funny because I am in the same situation. I also get some raised eyebrows when I explain to people that my husband raised our son while I went and go to work. He stayed up all night and changed diapers and fed our new baby while I went to work and brought home the bacon. How does that affect our son? Maybe it will make him a more sensitive man who will raise more sensitive boys. In response to the Gender issues article, I find it funny that the authors of this article, as well as many authors of research, have found that female portrayals are based on sweet, naive, conforming and dependent girls while boys are shown to be strong, adventurous, independent and capable. I find this funny because while I can see this as an issue, I feel it is up to the parent and the family to do the job of setting gender roles. I grew up in a house of "old country" folks who set the tone of boys take out the garbage while the girls cooked, did laundry and washed the dishes. I grew up knowing that this is not the way it needs to be. Laura's comment on children needing a sense of security within themselves and all that surrounds them holds more truth than how a picture book or chapter book portrays characters out of someone's imagination. I guess I am playing devil's advocate here in a sense that all we tell children in our classrooms and all the positive books out there sort of negate the idea of female passivity and male dominance. I understand the need to address the issue of gender stereotypes just as we need to address racial, religious and sexual stereotypes as well. It opens the eyes of students who might otherwise think that these stereotypes are ok.
After reading the article Gender role stereotyping of parent's in children's picture books: the invisible father, I made a note at the bottom of the last page. There was a quote that said "A risk of stereotypical portrayals is that they may socialize children and parents at important periods in their development." Is the author saying that parents are affected socially by reading these books to their kids? I was confused by this. Do our children really form their roles based on stories read to them at home or in school? I guess I find it hard to think that my son's idea of what it is to be a mom or dad or boy would be shaped by the books I read to him.
The article goes on to support the gender issues article in that it states there is an imbalance in favor of male characters in popular children's books as well as demeaning roles for woman and children. I read a lot of children's books and can't really think of any recent book I have read where this is the case. Again, I want to say that this is an important topic for discussion with not only the children in our classrooms but also our children at home but good books are out there these days. I just finished reading Ann Martin's A Corner of the Universe and the main character is a girl who discovers she has an autistic uncle who lived far away and was coming home for the summer. Hattie, the main character, is a strong young lady and I would love to introduce her to my students both boys and girls.
One of the articles, I believe the Cinderella article mentions the idea of fairy tales being a reflection of the times. It is true that during the time of the Grimms and Pereault (sp?), women did tend to stay home and work while the husbands went to work. In reference to Susan's comment on Mad Men (great show by the way), that was the way it was. It no longer is that way now so perhaps the stories coming out now will reflect that. Art is the imitation of life, no?
After thinking more about the articles and your posts, I fully agress that gender stereotypes arecultivated first in the home environment. Wonderful examples are given by a couple of you about you going to work and Dad staying home with the kids. I believe today Dad staying home, or both parents working is the norm, and kids are less aware of the woman as a "homemaker" image. I believe that most boys today have at least one strong female to look up to that is in a different role besides housewife. With tht being said, I believe that it is also important that we show respect to moms that do stay home. My mom stayed home and raised my sisters and I, she left an important job at an insurabce company to do so. (Now I WISH I would ever be so luck to have an opportunity to do that very thing when my husband and I decide to have kids). I believe as teachers, it is important to bringin a Critical Literacy approach, given an apporpriate grade level. The Cinderella/ fairy tales provide a pefect forum to raise such ideas, just to broaden thinking. I believe it is important to foster opportunities for that ciritical thinking, thus allowing our students to become lifelong thinkers, without perpetuating stereotypes. Same is true in terms of makes as the predominant athletes, or girls as dancers or gymnasts, etc.
In response to the Cinderella article, Sheldon Cashdan contends that psychologically fairy tales are maternal documents "about women and the important roles they play in the child's emerging sense of self." It is the women who are the central figures of the tales and women who wield the supernatural powers. I like this way of thinking. That women can be strong despite the idea of authors making them weak and dependent. It brings to mind how Linda Parsons comments on the Grimms version of Cinderella (probably my favorite one) and the symbolism of the tree and the bird connecting with the earth as a version of Cinderella's mother. I read this version to my students mainly because of the ending. Now, having read this article, I can bring the idea of a stronger main character when compared to the Disney version or Perrault's version.
I keep going back to one thought regarding our discussion as I reflect back to our lunch guest last Thursday, Ralph Fletcher, at the NERA conference. He was suggesting that school-age boys write for boys by adding humor, violence, and gross events, while girls tend to write for their teachers. When reading books, don’t we want to go to new places with a little adventure and fantasy in a story that might push the conventional envelope? If most picture books included adult parents as main characters, wouldn’t the parent like characters prevent the child protagonists from having fun adventures that might push the conventional behavior expectations a bit? How well would these sell and would the child ask for more? Maybe some picture books intentionally promote “the invisible father” and an almost absent mother to allow the children in the story to be free to make decisions that they would not normally be allowed to make under the controlling, protective eyes of a traditional parent.
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