Girls will be boys, and boys will be girls: An analysis of gender bias and stereotyping in a sample of New Zealand picture books

Abstract

Research Problem: This research project explores whether a sample of award nominated New Zealand picture books contain evidence of gender bias and stereotyping. As award nominated titles receive a greater level of public exposure, it is more likely they will be found in kindergartens, schools, and personal collections. Therefore it is more likely they will be read by educators, librarians, and young children. The sample included 54 titles nominated for the New Zealand Post Book Awards (best picture book prize) over the last ten years (2004-2014).

Methodology: This study developed a quantitative content analysis tool in order to assess the books. The content analysis quantified the number of times males and females were featured, and the number of times they were depicted participating in a range of stereotypical behaviours (active/passive character types, time spent indoors/outdoors, brave and nurturing actions). This study also explored the number of male and female characters that were depicted in paid employment, and the types of jobs they were assigned.

Results and Implications: The results demonstrated a likeness to trends seen in several overseas studies, and in general the female characters were vastly under-represented throughout the sample pool. However, some clear differences could be noted in the type and number of gender stereotypes seen throughout the books compared to those other studies. In particular, the sample demonstrated a prominent environmental theme, and had a strong focus on individuality and self-empowerment. As this study demonstrates, gender bias and stereotyping is evident in New Zealand children’s literature and may consequently be having a negative effect on the gender development of young New Zealanders. It is the researcher’s hope that this study raises awareness of gender bias and stereotyping that is found in many modern picture books, and that educators and librarians will feel equipped to recognise, discuss, and eliminate them in the future.