Gender Representation in School Journals: 1999 and 2000

Abstract

This study used content analysis to examine gender representation within the 2000. It examined gender references in titles; proportions of male and female framework of sex-role stereotyping theory in School Journals in the years 1999 and characters in text and illustrations; types of occupations and activities assigned to male and female characters in the text and gender bias in the language. Compared to results of earlier studies, the gender balance in the text and illustrations of the recent Journals is quite even. However, the results were not uniform across the different criteria and there were variations found between years, Parts of the Journal, ages and types of characters. For example, while girls as major text characters were the most numerous group in Parts 1 and 2 of the Journals in the year 2000, some of the other more peripheral characters displayed gender proportions reminiscent of the earlier years of the Journal. Children of both sexes were portrayed in a wide range of different activities, yet gender stereotyping seemed to be evident in some of the more usual occupations and activities of the adult characters. Some illustrations seemed to negate gender-neutral language and character portrayal of the text. The School Journal item titles did not generally use gender references. Generally, the language used in the Journals was inclusive and gender-neutral.