Reading and the Perception of Gender Roles

Gender stereotypes continue to influence the way students learn in the classroom, specifically while they are reading educational resources. Although many texts in the classroom display modern gender roles, there are several resources that contain gender stereotypes that may alter a student’s perception on gender. Using a qualitative study, the current study examined how students alter their perception on gender roles from various readings. Participants completed an interview and several questionnaires based on the readings they were given. Results suggest that reading does in fact change student’s perceptions on gender stereotypes. The students are also able to determine the difference between traditional and modern gender roles. Implications of results are discussed. READING AND THE PERCEPTION OF GENDER ROLES 3 Chapter1: Introduction This research study was an initial investigation of how reading affects students’ perception on gender roles shown books and educational reading materials in middle school. Examining the relationship between gender stereotypes and reading is an essential area to research in education. Reading is an important part in instruction in middle school where students read a variety of texts and books. The majority of those reading materials, however, contain gender stereotypes causing males and females to alter their perceptions constantly. Year after year, starting at a young age, students are continually exposed to these roles. The purpose of this study was to discover how students respond to various reading resources and the way in which their perception changes. By recognizing these stereotypes and perceptions teachers can efficiently demonstrate gender equity in the classroom. Gathering the most recent information on gender stereotypes and its affect while reading will allow for teachers and students to recognize their perceptions and how it may effect their education. Problem Statement Students are exposed to books that contain gender roles and stereotypes starting a young age. As they continue to grow and move higher in education, gender roles continue to be demonstrated in both educational and leisure reading; therefore, affecting the perception of what a specific gender should look like. Acknowledging the gender role associated in reading is significant for the students to understand as they continue to be exposed the rest of their education and beyond school. It is the responsibility of educators to recognize if it is affecting ones education and the best way to create a classroom that exhibits gender equality. READING AND THE PERCEPTION OF GENDER ROLES 4 Significance of the Problem Many students enter the classroom each year with new perceptions on what a specific gender should look like. Readings, of all different kinds, carry these stereotypes and roles year after year. Crisp and Hiller (2011) state, “A primary means of transmitting cultural values from one generation to the next is through the telling of stories and, in the United States, this commonly comes in the form of children’s literature” (Crisp & Hiller, 2011). As students progress to higher education, these books continue to alter a student’s perception on gender. Many books and educational reading materials do portray gender stereotypes, there are, however, readings that represent gender neutrality. Brendler (2014) states, “We are seeing more fiction that appeals to both genders. these books usually have central characters of both genders” (Brendler, 2014). It is imperative for teachers to recognize that there are gender-neutral readings available for educational purposes. In my experience, I have seen multiple books in the classroom containing gender stereotypes that have been established for years. I would like to be sure that students are not affected by these books and have the opportunity to be exposed to gender-neutral texts. Through this research I hope to strengthen my understanding of this problem. Purpose of the Study Reading is not only apparent in English Language Arts, but it is also spread out amongst core classes, including mathematics, science and social studies. Since reading is vital to students on an every day basis, it is important to gauge their perceptions on multiple areas, including their take on gender roles. By incorporating multiple sources of reading, including educational resources, short stories and chapters from a novel, it will allow for both the teacher and students READING AND THE PERCEPTION OF GENDER ROLES 5 to measure how it may affect or change their perception on gender roles. The readings will not only contain traditional gender stereotypes, but also encompass readings that break typical gender roles, along with gender-neutral readings. I plan to use these types of readings in order to expand the students thinking and become better aware of how gender roles are intertwined in readings. Also, to view their initial understandings of gender and gender stereotypes. There is a lot of research surrounding gender stereotypes and gender in education. While this vital, it is also essential to investigate how reading can affect the perspectives and perceptions on gender roles and the affect it may have on his/her education. It is a goal for teachers to create equality in all aspects in the classroom, including gender equality. Constantinou (2008) states, “Re-addressing the gender issue and seeking ways to better understand the phenomenon is a crucial step toward educational equity” (Constantinou, 2008). It is necessary for further research done on this topic in order for this to happen. While it is valuable for students, it is also beneficial for educators when selecting texts for their students.