Stereotypes

As stated by Turner-Bowker, language is a common social tool that is use to preserve the status quo of sexual practice relationships in society. Language in books thus possesses the power to promote or undermine sexual activity stereotypes (cited in Gooden & Gooden, 2001). Gender stereotypes in books argon manifested by the enactment of male and female characters who conform to conventional assumptions close males and females found on their physical appearance, interests, abilities and functions (Gooden & Gooden, 2001). Citing previous research studies, Diekman and Murnen (2004) reported that children who charter stories that contain gender stereotypes are more likely to be reinforced in traditional gender beliefs compared to those who are assailable to stories with no gender stereotypes. In comparison with adults, children are til now more susceptible to the power of books than their adult counterparts, because of their lack of experiences and references to the strong world. Essentially, they are unable to counterbalance the gender stereotypical messages they bid from the books with information obtained from the real world (Diekman & Murnen 2004).

What is most disturbing about children's exposure to stereotypes in books is the impact on their beliefs about gender designs, which in turn influence their perceptions about their own abilities, identities and capableness for the future. By reading

Liben, L. S., Bigler, R. S., & Krogh, H. R. (2002). Language at work: Children's gendered interpretations of occupational titles. Child Development, 73(3), 810-828.

different books that exposes them to counter-stereotypical gender, children will develop up to become individuals who will not limit themselves indoors the gender boundaries imposed upon them by society (Diekman & Murnen, 2004; Sheldon, 2004).

The importance of the role of educators in helping students to mediate the impact of gender stereotypes in books was highlighted by Killoran et al.'s (2004) phenomenological study of teachers who challenged the students to examine gender stereotypes in books in relation to their own gender perceptions.

For example, one of the teachers described how she helped her students to drumhead their gender stereotypical perceptions of the behaviors of male and female characters in a Harry Potter book. The teacher challenged the students to examine why they did not like Hermione ? the female lead character. What was evident was that Hermione's overly self-assertive character was perceived to be counter-stereotypical. What this study showed was that the teacher's guidance in the interpretation of gender issues in books could be instrumental in helping students to develop unbiased gender perceptions. Therefore, even when students are exposed to gender stereotypes in books, they will not inevitably adopt beliefs and behaviors that conform to the same gender stereotypes.

The purpose of this melodic theme is tn determine whether a relationship exists mingled with gender stereotypes in children's books and a children's perception of gender. Through the qualitative review of literature that covers topics including gender stereotypes in children's books and children's perceptions of gender, the nature of the relationship will be further explored. This study hypothesizes that a positive relationship exists between gender stereotypes in children's books and a children's perception of
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