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AN EXPLORATION OF TEXT AND ILLUSTRATIONS FOR IMPLICIT AND EXPLICIT GENDER BIAS AND STEREOTYPES IN CALDECOTT AWARD AND HONOR BOOKS FROM 2001-2014

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Date Issued:
2015
Abstract/Description:
Children's literature is a critical aspect during a child's development; the messages portrayed in children's books can affect the development of gender identity in young children and can affect how a child with act and perceive the world around them in the future (Tsao, 2008). Expanding on this research this study aimed to determine if award winning children's literature contained implicit and explicit gender stereotypes and biases in the illustrations and text. The sample examined was Caldecott Award and Honor books from 2001 through 2014; the sample size was did not include biographies, autobiographies, informational books, concept books, poetry, and science fiction. This study only examined works of fiction and each book was examined, read, and analyzed. Following the methodology of various studies, a three part Data Collection Instrument was used: book identification, frequency analysis of illustrations, and a character analysis. This research attempted to answer the following questions: (1) Is there evidence of gender stereotypes in the written depiction of characters in Caldecott Award and Honor books award between 2001 and 2014?, (2) Is there evidence of gender stereotypes in the illustrated depictions of characters in Caldecott Award and Honor books award between 2001 and 2014?, and (3) Are males' and females' roles and attributes represented equally through the text and illustrations? This research aimed at examining whether gender biases and stereotypes still existed in the text and illustrations and if so, to what extent.
Title: AN EXPLORATION OF TEXT AND ILLUSTRATIONS FOR IMPLICIT AND EXPLICIT GENDER BIAS AND STEREOTYPES IN CALDECOTT AWARD AND HONOR BOOKS FROM 2001-2014.
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Name(s): Kunkel, Jessica, Author
Wenzel, Taylar, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Children's literature is a critical aspect during a child's development; the messages portrayed in children's books can affect the development of gender identity in young children and can affect how a child with act and perceive the world around them in the future (Tsao, 2008). Expanding on this research this study aimed to determine if award winning children's literature contained implicit and explicit gender stereotypes and biases in the illustrations and text. The sample examined was Caldecott Award and Honor books from 2001 through 2014; the sample size was did not include biographies, autobiographies, informational books, concept books, poetry, and science fiction. This study only examined works of fiction and each book was examined, read, and analyzed. Following the methodology of various studies, a three part Data Collection Instrument was used: book identification, frequency analysis of illustrations, and a character analysis. This research attempted to answer the following questions: (1) Is there evidence of gender stereotypes in the written depiction of characters in Caldecott Award and Honor books award between 2001 and 2014?, (2) Is there evidence of gender stereotypes in the illustrated depictions of characters in Caldecott Award and Honor books award between 2001 and 2014?, and (3) Are males' and females' roles and attributes represented equally through the text and illustrations? This research aimed at examining whether gender biases and stereotypes still existed in the text and illustrations and if so, to what extent.
Identifier: CFH0004791 (IID), ucf:45327 (fedora)
Note(s): 2015-05-01
B.S.
Education, School of Teaching, Learning and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): gender stereotype
gender bias
caldecott
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004791
Restrictions on Access: public
Host Institution: UCF

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