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Responding to a Cross-Gender Story Book

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Responding to a Cross-Gender Story Book The American University in Cairo The School of Humanities and Social Sciences Responding to Non-Stereotypical Material: A Case Study in Egypt A Thesis Submitted to The Department of Applied Linguistics Teaching English to Speakers of Other Languages Program In partial fulfillment of the requirements for the degree of Master of Arts By Amira Tarek Kamal Ali Rashad Under the supervision of Dr. Reem Bassiouney May 2015 Acknowledgements I would like to extend my gratitude to my first reader, Dr. Reem Bassiouney, for her extensive feedback and continuous support. Without her help, I wouldn’t have been able to make it that far. Dr. Marilyn Plumlee, your constant support and thorough feedback have never failed to guide me throughout the study. No words can ever describe how grateful I am for your help. I would also like to thank my third reader, Dr. Robert Williams, for introducing me to the field of applied linguistics. Without his help and his insightful feedback, I wouldn’t have gained any knowledge of that field. My sincerest gratitude goes to Dr. Lori Fredricks. What you taught me in the field of Discourse Analysis has inspired me to carry out this study. Thank you for everything. Dr. Atta Gebril, I will always remember what you taught me regarding research in applied linguistics. I was lucky to be your research assistant and your student. Special thanks go to the students who participated in the study. I will never be able to repay you. You will always remain so special and so dear to my heart. i To my family who supported me and handled me in my worst conditions To my best friend, Sarah who I’m lucky enough to have To all the children I had the chance to teach, to talk to and play with. Teaching you and being around you filled every single moment of my life with happiness and joy ii Abstract Examining the effect of exposing young children to non-stereotypical material has received an increasing amount of attention. Researchers investigated how the different sources of media that young children are exposed to affect their perceptions of gender roles and gender- related characteristics. Researchers in the Arab countries have started calling for enhancing females’ representation in children’s fiction. However, little research has been conducted with the aim of investigating how young children in the Arab countries would respond to non- stereotypical material The study examines how eight-year-old Egyptian children perceive gender roles and what kind of characteristics they employ when describing males and females. Sixteen eight-year-old Egyptian children (nine boys and seven girls) responded to pictures of men and women working in non-stereotypical jobs as well as to the non-stereotypical story book entitled The Paper Bag Princess by Robert Munsch. In this study, students discussed gender roles in a whole class discussion as they responded to pictures of men and women in non-stereotypical jobs. They also reflected on the non-stereotypical story book in group discussions in which they expressed how they perceived each character, and how a typical prince and princess would act differently. The students then created princes and princesses through writing. In their written discourse, the students had the freedom to reveal how they actually perceive females and males. Students’ writings presented vivid descriptions of princesses and princes. These descriptions not only included their physical appearance, but also their actions, the activities they engaged in and the roles they undertook. The researcher adopted Fairclough’s (1995) Critical Discourse Analysis (CDA) model to analyze the students’ spoken and written discourse in relation to the social context of the Egyptian society. The researcher thoroughly analyzed students’ discourses, examined the framing and iii discussed how students’ perceptions of gender roles and gender-related characteristics relate to the social context of the Egyptian society. An important finding is that the change of the mean of representation from oral discussions to written descriptions resulted in different gender representations. In the whole class discussions and non-stereotypical story book group discussions, 11 students (six boys and five girls) reflected some stereotypical representations of gender roles and gender-related characteristics through speaking and writing. In the writing activity, students had more freedom to express their perceptions of gender. Six out of seven girls only presented traditional representations of the females that resembled to a great extent the typical Disney princesses. Unlike the girls, five out of nine boys presented unconventional representations of females in which princesses were engaged in non-stereotypical activities including fighting, scheming, exercising, rescuing people and working as firefighters and mechanics. There could be many possibilities to explain why boys were influenced by the non-stereotypical material they received in the study more than girls. One possibility relates to the type of the writing task that is writing about a fairytale prince and princess. This writing task may have led six girls and four boys to present stereotypical representations that match typical princes and princesses in classical Disney movies. While boys preferred to do their writing task individually, girls discussed their descriptions of their self-created princes and princesses as they write, which led six of them to have very similar writings. This act of collaboration, which is part of the discourse of femininity (Wohlwend, 2012) could present another explanation to why more boys presented their self- created princesses non-stereotypically. Exposing young children to non-stereotypical material challenges the gender stereotypes they may grow up with, and lets them understand that females and males are equally competent. iv Table of Contents Acknowledgements .......................................................................................................................... i Abstract .......................................................................................................................................... iii List of Tables ................................................................................................................................ vii Chapter One: Introduction .............................................................................................................. 1 1.1. Purpose of the study ............................................................................................................. 5 1.2. Significance of the study ...................................................................................................... 7 1.3. Limitations ........................................................................................................................... 8 1.4. Definitions ............................................................................................................................ 9 1.5. Organization of the study ..................................................................................................... 9 Chapter Two: Literature Review .................................................................................................. 11 2.1. Gender Development in Children ...................................................................................... 11 2.1.1. Psychoanalytic theory .................................................................................................. 11 2.1.2. Cognitive development theory ..................................................................................... 12 2.1.3. Gender schema theory ................................................................................................. 13 2.1.4. Social cognitive theory ................................................................................................ 14 2.2. Gender Representation in Children’s Story Books ............................................................ 15 2.3. Children Constituting Gender Identity in Literacy Practices ............................................. 21 2.4. Children Reacting to Non-Stereotypical Story Books ....................................................... 28 Chapter Three: Methodology ........................................................................................................ 34 3.1. Design................................................................................................................................. 34 3.2. Participants ......................................................................................................................... 35 3.3. Stimuli ................................................................................................................................ 36 3.3.1. Non-stereotypical story material ................................................................................. 36 3.4. Data Collection ................................................................................................................... 38 3.5. Data Analysis ..................................................................................................................... 39 3.6. Summary of the Chapter .................................................................................................... 42 Chapter Four: Results ................................................................................................................... 43 4.1. Gender-Related Characteristics .........................................................................................
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