Information Scotland

The Journal of the Chartered Institute of Library and Information Professionals in Scotland

August 2004 Volume 2 (4)

Something to air

Sugar and spice...

Working with children's picture books, Tomi Folorunso noticed that gender stereotyping still exists in some of the most popular titles.

As many experts have shown in their work, early introduction to books have long lasting effects on children. I work with children's books, and I started to think about whether the content of books has similar effects. After doing some research, I soon noticed an imbalance in gender representation in a lot of picture books. I split the books I considered into two groups. In the first group, which contained strongly stereotypical characterisation, are titles from Spot, Kipper and Postman Pat. For the second group I have titles from the Maisy series. As well as this, I came across Mrs Plug the Plumber.

In the first group of books most of the major role-playing characters are male. The female characters are fewer and generally play passive roles. In Spot, Helen and Sally are the only regular female characters. Sally does most of the domestic chores – when Sam is present in the home he mostly engages in leisurely activities with Spot. The language used to portray the characters also contains sexual stereotyping; in Spot in the Snow, Helen's arrival is heralded by a giggle while Steve comes whizzing up in his skates with a “yo-oh Spot”. In Postman Pat there are more female characters, but nearly all of the major ones are older women, playing caring roles or engaging in charity work. Sarah, who is a young woman, does not work outside the home. Like Sally, most of her activities centre around Pat and Julian.

Dr. Gilbertson in Postman Pat and the Big Surprise is a token professional woman. However, but for her skirt and a single use of 'her', it would have been impossible to identify her as female. In Kipper, there are no female characters at all. Even the animals are all either presented as males or their genders not revealed.

Books are a vehicle of socialisation for children. Through books they learn more about the world outside their immediate environment [1] and may begin to identify their own 'place' in society. Yet, in these picture books, children see a society in which males are active and females are passive or non-existent. Could this lead to confusion when they are faced with demands of the real world? Progressing through school and higher education, could children's expectations of themselves and of others be affected by this early conditioning?

In the nursery rhyme Georgy Porgy Pudding and Pie girls are reduced to tears by a kiss from Georgy. They are 'rescued' only when other boys appear, presented as weak and incapable, while males are represented as both the oppressor and the rescuer.

Mrs Plug the Plumber by Allan Ahlberg is a refreshingly non-sexist book. Not only does she work, but Mrs Plug works in an occupation that is predominantly male. Even more significant, Mrs Plug is the hero pitted against a male villain, as she rescues a man from a robber. Here, the conventional picture book gender role is reversed. However, there is a balance. The female is not cast in the typical hero mould that was mentioned earlier. Typifying this balance is the illustration on the first page, where Mrs Plug is seen doing some plumbing and watching the baby at the same time, while Mr Plug reads the papers.

In Maisy Dresses Up, we see a marked absence of sexual role stereotyping. Maisy considers dressing as a fire-fighter (not fireman!) and as a pirate. When she makes herself an outfit, it is neither a nurse's uniform nor a tutu. Similarly refreshing is the relationship demonstrated between Za - Za's parents in Za - Za's Baby Brother. Both share the housework and other chores.

As long as there is conclusive evidence that early introduction to reading has lasting effects on children's development, it is important to consider the possibility that the content of books, too, could have lasting impact. Through story- and rhyme-times librarians play a very important role in introducing children to books. Librarians could use story-times as avenues for discussion with parents and carers. Talking openly about the books they use during these session and their rationale for choosing them would further empower parents in introducing their toddlers to books and reading.

The Carnegie and Greenaway awards, judged by librarians, provide a vital platform from which to influence the content of children's books. Another opportunity lies in the Booktrust Early Years Award [2] which has two new categories dedicated to preschool children and a member of the library service is on the judging panel. If concern about sex-role stereotyping is reflected in these high profile platforms, it will hopefully lead to further research and debate of the issue.

It has long been established that girls generally do better than boys in reading and in their GCSEs [3]. Yet by the time they leave post-secondary education and move into employment, the situation is reversed.

Undoubtedly, more research is required in this field. Meanwhile, from parents and carers to teachers and librarians, no harm would be done by paying closer attention to the material we use with our pre-school children.

Tomi Folorunso is Library Development Officer at Scottish Book Trust.

References

1. Weitzman, L. J. et al. 'Sex - Role Socialisation in Picture Books for Preschool Children'. Reprinted from American Journal of Sociology. 77.6 (May 1972) 6.

2. Winners of the Booktrust Early Years Awards 2004 will be announced on 29 September.

3. The Scottish Office. Scottish Education statistics Annual Review 3: 1998 edition. (www.scotland.gov.uk/library/ documents-w/sesar).

Also: Stones, Rosemary. Pour Out the Cocoa, Janet: sexism in children's books. York: Longman, for schools council, 1983 17.

Information Scotland Vol. 2 (4) August 2004

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Last updated: 15 September 2004