What gender are the animal characters in the illustrations? Gender stereotyping by children in early childhood

ABSTRACT

The aim of this study was to examine gender stereotyping by pre-school children in selecting a picture book cover and assigning gender to animal characters in illustrations. We aimed to explore which gender children would assign to bear characters, when these are portrayed in different more or less gender stereotyped activities, occupations or emotional states. Furthermore, we analysed the criteria on which the children based their decision. The sample included 71 children aged 5–6 years. The findings showed that children’s selection of their favourite cover was consistent with gender stereotypes; most children picked the cover stereotypical of their gender. Similarly, the children’s assigning of gender to bear characters was consistent with gender stereotypes as well. The criteria they used when determining gender of a bear character could be categorized into three broader categories referring to the appearance of the bears; colours used and gender roles present in child’s environment.

KEYWORDS:

• Early childhood
• gender stereotypes
• animal characters
• illustrations

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kaja Hacin-Beyazoglu

Kaja Hacin Beyazoglu holds a PhD in developmental psychology and is an assistant professor at the Department of Psychology at the Faculty of Arts, University of Ljubljana. Her research interests include child development, in particular social, cognitive and language development and the dynamic interactions between these domains.

Žiža Komac

Žiža Komac has a master's degree in psychology and works in clinical practice. She deals with the mental health of adults.

Urška Fekonja

Urška Fekonja holds a PhD in developmental psychology and is an associate professor at the Department of Psychology at the Faculty of Arts, University of Ljubljana. In her research, she focuses on the development of children's language, early literacy and play, especially in the context of the family environment and preschool.