BA SOCIAL SCIENCESSEMESTER V GENDER: INTERDISCIPLINARY PERSPECTIVES ASSESSMENT 1 – LITERATURE REVIEW - Anant Anupam H2013BAMA03 and the influences it can have on children. A view of the changing trends world over of gender representations in children’s literature is given. children’s literature in South Asia. which yielded various studies in directories of Taylor & Francis. too many times we have witnessed in our childhood these characters of a damsel in distress being rescued by her knight in shining armour to be married together and to live happily ever after. This literature review attempts to give these characters in various forms of children’s literature that much elusive second thought. Literature. our own prince charming. gendered literature for children. or being read to. children play-acting plots of popular stories. fairy tales and folktales. These were carefully read through and common observations were recorded with respect to various cross cutting themes. fables. A conclusion mentioning strengths. The review begins by looking at literature in general and the kind of fundamental indicators of influences of gender stereotypes that are witnessed in children. Gender Stereotypes and Children Literature is ubiquitous in a child’s life. and somewhere inside even prayed for our own damsel. limitations. and gender construction in children’s literature were looked up in JSTOR. Reading. a few resource bases were looked up. Without giving a second thought to it. a total of 17 studies and one chapter from a book were shortlisted for review. Methodology In order to accumulate the literature surrounding gender agendas in children’s literature. Be it through stories told by grandparents.Distressed Damsel and Chivalrous Knight: Gender Agendas in Children’s Literature A Review Introduction Fairy tales. as well as the previously mentioned forms of literature. children’s literature in India. and hopes from this review will be the end of the review. and the problems with intervention in the state of gendering in children’s literature. A full list of materials referred to for this literature review has been attached in the references. followed bringing forth the need of. the ways to. among other journal collections. conscious and inquisitive of things around and beyond us. even children coming up with self-conceived storylines – literature is everywhere for them. The review continues to uncover the various ways in which gendering generally goes on in textbooks which the children read. A wide net cast in the Google and e-book search engines also returned back useful books and studies relating to this genre. Thus. makes us aware. of not just material . gender roles in children’s fiction. and stories. impact of literature on children. stories of grandparents recounted. poems. Sage Journals. bedtime stories being read out to children. Many of us are also introduced to published literature from when we are as young as three or four years old. A look is taken on the queer content in young adult literature. With reference to the content of the studies from the search results. conclusions and themes addressed in the studies. literature becomes a vital tool of knowledge acquisitions. in order to understand the various themes and aspects of gender that play into the construction of the genre of children’s literature. and reveals the evidence of the same seen from a widespread genre of children’s literature – books. picture books. we accepted the fate that these characters had in the story. The review moves on to observing the South Asian context of gendering done in children’s literature. as seen from the abstract. Keywords such as gender representation in children’s literature. and even persisting up to adulthood. Children’s Textbooks – Stepping Stone for Gendering Schools are often seen as the welcome site for socialization of children by the norms and behaviours that society intends to prescribe for its members. textbooks become the prime accessory in the execution of this. A whole lot of knowledge that is propagated in the society has for some time now being studied through the lens of social construction. most of which is owing to the textbook-education. .. making stereotypic toy choices (Anderson. norms. and “behave in ways that are gender appropriate”. 2005). this is the time in the children’s lives when they are especially impressionable and imbibe very effectively the facts and attitudes that literature brings to them. influence the socialisation of both the children and the adults involved. as Peksen (2012) is right in pointing out. because these become the foundations of further knowledge gained by them. and doing so primarily through the use of language. children come in contact with literature as early as ages three-to-four. practices. 1976). in doing so a lot of unjustifiable generalisations are made. stewardess and singer (Pyle. such as college students using a default make main character and including traditional stereotypes when writing their own stories for children (Anderson & Hamilton. so that children do “not question existing social relationships”. so as to give a rationalised meaning of things. but regular dosage of literary exposures. The idea that literature plays into building up of stereotypic thinking in children and sustaining in them long after is inescapable. A spillover of such socialization is seen in various instances of studies recording aspirations of fifth grade girls were revolving around professions like secretary.. This aspect of influence of literature is necessary to look at because if not originating from it. the continuous construction of knowledge by members of society together.e. nurse. This is so because schools aim for uniformity in the knowledge learned by students. So clearly. Broaddus. & Young. While it is acceptable to an extent that uniformity which is characteristic of textbook education is done so that a bare minimum standard of knowledge and education is imparted to children. through textbook lessons in schools and nightly rituals of reading stories to children by parents. but also intangible necessaries. and almost all things thereon are filtered through the initial basic schemas that the children develop. teacher. before being exposed to literature. Since society intends to socialize into its members gender expectations. etc. Therefore it becomes paramount to know the kind of things that are getting impressed upon in the minds of children at such an early age.things. Peksen (2012) brings these two strands together in saying that literature fulfils one of its functions which is to promote gender roles among children. Common sense prevails in agreeing with Tibbetts (1978) contending that individuals may already have been indoctrinated by other environmental factors. actress. i.. And as Tibbetts (1978) makes the case. Whatever prior exposures a child might have had. 2006). children’s conceptions of gender stereotypes are furthered and solidified from whatsoever sources they first attained them. As mentioned. such as behaviours. literature invigorates acquisition of certain knowledge in accordance with the demands of society. The emphasis on the tool of language in this lens brings forth our attention to literature and the socially constructed knowledge imparted to children from it. Veselá (2014) quotes studies which noticed that children start to give preference to certain toys in compliance with gender stereotypes already at the age of eighteen months. according to Anderson & Hamilton (2005). and that makes were more likely to be celebrated with stereotypical masculine traits. Ullah. were done to ‘teach females to submit to patriarchal . ranging from cultural importance to participation in freedom struggles. Defenders of these kind of representations may present the argument that they are depicting those occupations that the children most often interact with. Such portrayal includes showing women either as housewives and mothers doing dull or uninteresting tasks. Another aspect of gender representation in children’s literature is seen through fairy tales. resulting in 18 admitting that knowledge children are taught in schools is ‘male knowledge’ written largely by men. but it doesn’t help that the educators often unknowingly adopt such male usage (Narahara . Paynter (2011) mentions that men are mentioned seven times more often than women in history textbooks. resulting in effects that last lifelong in the reader’s mind. & Naz (2014) are right in pointing out that textbook contents affect both the conscious and the unconscious of the readers. Be it portrayal of princes and princesses. however that is not a convincing line of argument. Ali. or in semiprofessional occupations that are considered appropriate for females. Thus. which is in line with how representation of unnamed characters or usage of pronouns have been in textbooks an literature. both blatant and subtle. 1998). be it children’s or textbooks. in the stories. maids and nuns. shows that there is an inexplicable need for the authors to refer to the male pronouns. pictures serve the purpose of conveying the story. Reading of literature. Mushtaq & Rasul (2012) add support to it by saying that pictures do more than context in a story – by occupying a larger part of the page of the literary piece. or even scholarly material. The rewriting of various fairy tales. Primarily featured in children’s fiction are picture books. How to be men and women – Learning from Picture books and Fairy Tales Sexism is abundantly present in children’s fiction from the longest time. or house maidens.Paynter (2011) highlights the use of ‘he’ as opposed to ‘she’ when referring to a theoretical person. is clearly evident. they elaborate the piece and attract the attention of the reader before the text. 83% of the remaining portrayed women in homemaking roles and the remaining in gender stereotyped occupations such as teachers. Pyle’s (1976) research. or parents or even children doing things in their limited capacities and understandings – various means have been adopted to denote sexist presentation. Content wise too textbooks indicate a strong gender-bias. of characters. for simplicity’s sake. Gender sensitisation has lessened such usage. that children associate successful traits with being a male. the reader highly depends on the images to understand the text. get considerably sidelined to the point where these texts unavoidably become agents of propagating ‘male knowledge’. hence defeating the entire purpose of knowledge imparting and education. While the primary effect of this. Their contribution to historic events. Such reasoning is what leads to ethnocentric views as the definitions of world are scaled down to the limited experiences of the individual. what is missed by many is that the women are made relatively invisible against the portrayal of men in history textbooks. which analysed 154 of picture books noted that while 13 of them had no mention of women at all. So. and thus also subjected to the explicit portrayal of strictly defined gender roles. 1998). Narahara (1998) significantly establishes that when text is too complex for a young reader to comprehend. about men and from a male perspective. There is no synchronicity with the diverse kinds of professions that women are engaged in today. by literary figures such as Perrault and the Brothers Grimm. Teachers unwittingly choosing gender-biased books for reading to children by teachers is also contributing to this phenomenon (Narahara. Such representations would take immediate effect on the children exposed to this as they would try to recognise similar patterns in their own households. 2012). they make such women desirable to men and also. and are happy to pass it on to their offspring in the form of classic children’s fiction which teaches ‘good manners’. Such descriptions extended into the description of parental duties in a household. fierce. women were limited to household work. males should always take action and save the world”. specifically in adoloscents’ literature. terrible. By doing so. and not with reference to sexual orientations. This is furthered by the adjectives that are used to stress these gender roles of characters . these fairy tales reinforced revised patriarchal notions of power distribution and distribution of labour among the two genders. weak. but were also markedly unaffectionate. The solution of this lay in the ‘happy ending’ of marriage. Queer Characters in Children’s Literature Queer characterisations in children’s literature. 2012). which came to be seen through fairy tales as the ultimate lifegoal for a well-mannered girl. Such a view is necessary because studies have been carried out to note children’s responses to gender neutral and gender undetermined characters. great. suppressed desires.big. who are considered ‘good’ when they “aggressive. and how they understand and respond to . and the ‘virtues’ of submissiveness.rule’ (Peksen. furious. wealthy” and thus are powerful to be the “dominant saviour” to the “humble female” (Peksen. By rewriting these tales along the lines of what was ‘proper’ for children to learn. Queer in this review refers to the gender concerns of people who break away from the socialised gender binaries. and docility were shown to be praiseworthy and considered markers of beauty. good women are never active and never have power and their goodness lies in their obedience to their husbands. Such constructs contribute to the internalisation of traditional gender roles in children. As for power distribution. frightened. whereas beautiful. 2012). Veselá (2014) says. reading and watching these classics with recommendation from their parents who were the initial recipients of such gendered propaganda. is a relatively recent phenomenon. automatically. The consistent power differential and the stereotypic roles yielded to regular depictions of the mother as care taking and emotion expending Anderson & Hamilton (2005) as compared to the fathers. who were not only much under-represented as compared to mothers. but also places unjustifiable responsibility on the men. Such a rigid characterization not only makes women appear spineless for the reader. as they would then be unable to act on their own accord and would have to wait for the princes or the male characters to rescue them from their inability. The other side of this gender imbalance of power distribution is toward boys and men. inferior to men. which boys get accustomed to. Like in the stories of Cinderella and Snow White. Peksen (2012) tells us that “the language used in these fairy tales was patriarchal and authoritative” – as if prescribing a lifelong course of action – and that through these. handsome. It doesn’t help that these tales are further improved upon and presented in the film genre and termed classics – there is now a generation of children who are growing up listening. and proud were used for males. “children learn that while females should remain passive and wait for the prince to save them. and unconsciously irrationally burden themselves with as they grow up attempting to emulate these. maybe even impose their newly developed schema upon their parents and be more amicable with their mothers and more hesitant towards their fathers. horrible. and indolent with respect to child care. The flipside of this is the reason why ‘evil’ women are the ones who are portrayed to be wielding some amount of power or control. sweet. worthy. and scared were used for females (Peksen. being the ‘good girl’ disempowers the women in favour of patriarchy because according to the patterns in the fairy tales. becoming popular with the raven community and then being accepted by them forms the outline of this children’s picture book story. In a more serious ‘queer’ view at things. as opposed to his exasperation about why the first question in relation to a new born child is whether it is a boy or a girl and why we have to ‘act’ as a girl or a boy. which sets him apart from his sombre community. Robert is continually ridiculed and laughed at until he is ostracised by the raven community for disturbing their norm.such characters. base their writing by rejecting the traditional narrative that holds back the recognition of transgenders. to be accepted in a binary system of gender is covered in the book. have been imposing on them and might bring them to. wears bright colours. often through allegory. because “Not all of us fit neatly into the category we get saddled in on Day One. Paynter (2011)’s conclusions were similar as to notice that when children identify with ambivalent and egalitarian book characters. such of the book ‘Parrotfish’. their stereotypical thinking may decrease and they may envision themselves in a wider array of occupational roles as adults. Since Paynter (2011) mentions that the authors and illustrators leave the gender determination up to the reader. the children of both genders may be able to either see themselves in any of these characters or may even free themselves from their stereotypic categorisations and see these characters as a new category with greater possibilities as adults. innocently if not consciously. Furthermore. An important point to bring up here is the contradiction that transgenders come across – attempting to ‘transition from one gender stereotype into another’ so as to reject their belongingness of the gender they were ascribed at birth. renaming himself Bobby Raver. among other societal agents. However. Also. Mallan (2009) sees ‘Parrotfish’ as an attempt of its author to explore transgenderism in a family. as opposed to the queer subjectivity that attempts to dismiss gender categories altogether – which is highlighted by Mallan (2009) citing Grady’s feeling that ‘my appearance was finally going to match my sense of who I really was’. The struggle of the protagonist Grady. authors of literature for adolescents. maybe they too would respond the way Mallan (2009) reports Grady saying “I wish there wasn’t that big division between the two”. who doesn’t like to restrict itself to the dull black colour of a raven. In narrating such a story the author is . a raven. a FtM (female-to-male) transgender teenager. likes to dress up. Such an exposure would bring children to question the gender dichotomy that previous literature. bring it to the attention of the socialised members of society around them. family members. Mallan (2009) again brings forth the story ‘Odd Bird Out’ which talks about Robert. When they would come across a gender representation of this kind and then attempt to relate to the character’s exasperation with the dichotomy that the character is caught in. Such a development would be in line with various governments around the world making the provision of a third gender in their countries. Robert’s journey of rediscovering himself with a new community of similar birds. it was found that several books in the sample featured characters that were gender neutral. or complete strangers even.. a queer reading was possible when looking into some of the conclusions from the study carried out by Paynter (2011). and that there was an increase in the androgynous characterisations. The presence of characters in children’s books which are neither specifically feminine nor masculine would bring the children to attempt to place these characters in their internalised gender stereotypes and find them to be a misfit. this review covers some transgender issues uncovered in the ‘Parrotfish’ through the transformation of the protagonists’ gender. instead of such passive approach of authors and illustrators in children’s books. In that study. anthropomorphic children’s pictures books have been used in children’s literature to expose children to transgender issues. etc.” This is an important theme of the queer discourse in literature of little and young children as it opens up various routes for the child to think about gender and its stereotypes. be it friends. a source of ‘moral stories’ which is widely read to Indian children. toys are considered an important part of childhood. and then seeking acceptance from the society they were prejudiced from. however. 2014). and roles confined to being the ‘protector of the child’ (Mushtaq & Rasul. Children’s Literature – Gender in the South Asian context Usually when we contrast an Eastern perspective versus the western perspective we expect to find more dissimilarities than similarities. It is no wonder that despite being among best English speaking regions in the world. Similar standards of beauty are imposed upon the female readers of children’s literature. with similar ‘male-exclusive language’ used to signify all humanity (Ullah. Exposing children to such serious themes in still innocent ways would enable the children to be conscious of the diversity that could exist in appearances and gender representations. which in turn enhances these stereotypes. which adults are also very cognizant of. South Asians in general continue to use the ‘He’ pronoun in their speech and writing. the picture doesn’t change much relative to their western counterparts.able to cover very serious themes of transgender issues of rejection from their own community. vices. employment and empowerment in general. both in textbooks and by teachers. A study covering the range of children’s literature in the 20th century concluded that the ‘earliest and most recent periods reflected greater balance in ratios of males to females in title roles and mention in the books than did the middle decades ( Grauerholz & . This is true of the Panchtantra stories too. Through various represntations of women as sexual objects. the education sector in the public sphere is no less spared. are so ingrained that teachers and parents appear to overlook the stereotypic messages conveyed through them. the kind of themes that run rampant in the nursery rhymes and picture books in South Asia still denote a much regressive image of women in the society. has strong dpictions of the patriarchal social systems which. Nasiruddin (2013) reports. Just as in the west. The continuity of these representations becomes a matter of concern since women in south Asia have ever since progressed in their education. these stories persistently reinforce the roles that befit womankind. in the case of gender stereotypes and their representations in children literature in South Asia. and descriptions mentioned. and Mushtaq & Rasul (2012) point out that gender stereotypes exist here too as parents and children fixate on certain toys for girls and boys. Shinde (2015) are key to women’s inferior position. However. However there’s always a catch to this phenomenon – Peksen (2012) concluded ‘they are still depictes as more interested in domestic life than boys are’. recognising household as the domain of the adult female whose appearance is confined to being beautiful. While such goes on in the private sphere. 2012). a gendered social order is instilled in the minds of the children which gradually get predisposed to not questioning and abiding by almost robotically. Ali. It is compounded by the fact. that the traditions of these rhymes and stories. and quotes such as ‘She is a true wife. who does as she is told” (Shinde 2015). Changing trends of Gender Representations in Children’s Literature Research studies covered in this review reiterate the point of improvement in the depiction of females with respect to their ambitions. letting them be freer of gender stereotypes than their earlier generations could have been. identity confined to being homemakers. appearance. needing to remodel/restyle themselves in a way acceptable to them. With consistent emphasis on these gender stereotypes in both the private and public sphere through the medium of children’s literature. & Naz. it was to show that the role fulfilment was done successfully. While female characters held onto their feminity. Diekman & Murnen (2004) report that although girls were in addition shown to possess masculine traits. and it is indeed an appreciable effort. being under-represented as women. Narahara (1998) pointed out that in picture books in the US. How. Interventions – Why. boys were not shown to possess feminine traits. there was a noticeable improvement in the portrayal of Mexican American females. Grauerholz & Pescosolidop (1989) hypothesized that the various waves of feminism must have been depicted in the children’s literature of that time. there are other things that are still travelling as undercurrents that the members of society haven’t been able to escape from. Fox (1993) makes a valid point that subtlety has conditioned us thus far and that to undo its negative effect. but both were stereotypically represented in roles of maids and disciplinarians. and then under-represented due to their identity as Mexicans. Such a scheme for deciding upon a book’s ‘sexist’ nature misses the point by a good margin as it still keeps men locked up in the gender stereotype that they ‘should’ belong in. in many cases these roles were still limited to homemaker. The picture however slightly improved as women began to be more accurately portrayed in response to the third wave of feminism. and male characters onto their masculinity. this has also resulted in blind copy-cat behaviour of writers to have women characters adopt masculine characteristics without the same being done in the reverse direction for male characters. compounded by stereotypic references to such women in the movie genre. Minority females in the west thus faced a double edged sword. etc. Mexican American females were mentioned only about 3% compared to the mentions of women in general. but however found that changes in children’s literature toward gender equality used to ‘be slower in reflecting established social values. and Why not? There have been various utterance till now of the effects and influences that children may end up having with the kind of literature that they are exposed to. as mentioned above. A point regarding intersectionality in children’s literature comes to surface here. writers have to be equally subtle in their approach. and Narahara (1998) reports that although the descriptors for women had become positive. respectively. Benevolent patriarchy is one such mechanism by which patriarchy has been able to bend itself to the new forms of gender egalitarianism so as to maintain its hegemonic hold onto literature. It was in these subtle ways that patriarchy had been remodelled in children’s books that it was almost undetectable if one wasn’t looking for it. such as hardworking. laundress. because of being gradual in responding to social changes’ (Grauerholz & Pescosolidop. The stereotype that was popularized among young populations in the US could have been rooted in these literature. but much like any other means of upwards mobility. with books about them increasing over a 90s decade. Pyle (1976) reasoned that boys through their readings assimilate attitudes and thoughts which have negative . 1989). The observation by Mushtaq & Rasul (2012) that children’s literature in South Asia are lagging far behind the actuality in society comes into play here. 1989). While some changes are taking place in the ecosystem of children’s literature. The statistics were a little better for African American women. there are more urgent observations that researchers have pointed out.Pescosolidop. which is what leads us to look into the scope interventions in this genre. However. Changes also include a stress on bringing out non-sexist books. Researchers would study changes in children’s literature in many ways including the word descriptors used for female characters. redefining the roles of fathers – which tend to be oppressive due to the heroic character male characters generally possess in children’s literature – is probably a good place to start. Conclusion This review uncovers various aspects of gender agendas that are brought up in children’s literature and studies done on them. The study wasn’t able to cover many recent findings of the genre. despite whatever interventions may be planned. Furthermore. some problems with these kind of interventions too. being non-sexist shouldn’t be transformed in to female superiority and male subjugation being portrayed in the literary characters – balance in the scales can’t simply be brought about my tipping them in the opposite side’s favour but by deliberately maintain them at an equal standard. however it benefitted with a comprehensive availability of material relating to historical pieces of children’s literature. If books are only written to uproot the sexism in them. and thereby on the psyche of the parents can be too sustaining in the parent-child relationship. as it enabled the reviewer to look at the trends that children’s literature went through. . parents also get caught in this trap. Peksen (2012) raises a point of concern while pointing out that once socialised to gender identities and stereotypes. however taking a look at the materials from Pakistan enabled to let the reviewer simplistically generalise about the condition of children’s literature in the Indian subcontinent (here denoted by South Asia) by itself and in relation to the western contents. Even though strong strides have been taken in order to portray women in more powerful positions as characters. This way. Pyle (1976) comments that there develops the potential for producing poor writing style and quality in children’s books. The look at South Asia was done at first to make up for the limited material on children’s literature in India. while non-traditional characters and even transgender characters are being introduced into children’s literature. children are only able to view these non-traditional entities through their ingrained perceptions of traditional maleness or femaleness. Along these lines. Also. Also. however. by authors who write children’s literature. A major role is to be played at the very beginning. by being sensitive to the issues of sexism and gender stereotyping. and at various points raise questions and have discussions with the children to make the latter more aware and urge them to be conscious and questioning about these constructions. with respect to changes in the trends of children’s literature. the children will only remain stuck in the inescapable gender dichotomy. Anderson & Hamilton (2005) say. Narahara (1998) suggests. unless they counter the initial gendered socialization process. There are. in the spectrum from an affectionate caregiver to a deadbeat absentee. Parental stereotyping also takes place in children’s literature and through that parents risk being subject to their children’s gendered expectations by being categorised. Teachers and parents also have a vital role to play in this part by being aware of the stereotypes that are portrayed in the books they read or refer to children. if done without extra precaution. The impact these can have on children’s behaviour. authors have to. while children stay caught in binary gender system.connotations regarding the female role – these are the connotations which girls needs to be freed from to explore and make choices and decisions which need not follow the traditional sexist path society expects them to follow. These concerns drive us to look into the interventions that required in this genre of literature. then in doing so. be able to counter the more ‘subtle gender violations’ that current books have. and thereby build on it to carry out their research. The reviewer feels that it is necessary to look into the gender agendas of children’s literature as it is a vital avenue for children to gain knowledge and learn about how society ‘works’.Overall. [5010 words including parenthesis] . This can serve as a useful juncture to revamp the patriarchy-influenced constructions of gender that currently keep most individuals in their grip. this review would help a researcher interested in a review of a global historical as well as contemporary look at children’s literature to see what all has been written about this subject. and thereby liberated all sections of the populations from sticking by the gender roles and stereotypes they subconsciously hold themselves locked within. 50(5/6). M. Identity construction in nursery rhymes: a gender based study. Gender Representation in Children's Literature: 1900-1984. D. K. B. Retrieved from http://www.com/feb2012/kalsoomnurseryfinal. 77-84. 125-155). E. Retrieved from http://www. (2013).1177/089124389003001008 Mallan. Gender & Society. Nursery rhymes and the social-construction of gender roles. (2004). 113-125. 70(2). 373385.org/journal/index.ea Fox. M. A.. 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