Challenging gender stereotyping
There is already evidence to support the opinion that fiction can play a part in tackling gender stereotyping at primary school age and thus influence career choice at a later age. The June 2002 Review by the Social Science Research Unit, University of London* concluded that tackling gender stereotyping at the primary school stage is vital, as it develops early and quickly. Various interventions were reviewed including the use of fiction in challenging gender stereotypes.
For example, in a study by A. Wing, children were read Bill’s New Frock by Anne Fine. The content of the book was discussed with them. Children were able to articulate, and reflect on, their stereotypical constructions of gender and those in the world at large. There was evidence of children considering ‘the different treatment that boys and girls receive’, and of classroom discussion enabling stereotypes to be challenged.
And, in a study by D. Woodward, it was shown that through reviewing and discussing books, both boys and girls modified their gendered attitudes in terms of their attitudes towards, and expectations of, the characteristics of the opposite sex.
