These include: the collated Caldecott book prize winners (Crabb & Bielawksi, 1994 Crisp and Hiller, 2011 Clark et al., 2003), the works of Dr. Research has previously investigated gender stereotypes in a range of popular children’s books. Implications for the transmission of gender stereotypes via children’s literature and parental choices are discussed. Overall, although these books tended to reflect traditional gender stereotypes (Studies 1, 2), and people held these beliefs (Study 3), we found that parents wanted a counter-stereotypical book for their daughter. Perceived consistency with what parents wanted to teach their daughters about women predicted this book choice. In Study 3, when faced with the prospect of selecting a Little Miss book to read to their daughter, parents preferred counter-stereotypical book choices (e.g., Little Miss Brainy). The traits used in Little Miss stories were associated with femininity, and the Mr Men story traits with masculinity. In Study 2, participants rated the masculinity/femininity and positivity/negativity of the traits of each of the book series’ titular main characters without knowing the (gendered) book title. Books that had female leads were also more likely to have male secondary characters. Using a deductive content analysis approach, Study 1 revealed that the characters in the series’ 81 books tend to behave in gender stereotypical ways, with male characters more adventurous and active and female characters more domestic and passive. Men and Little Miss collection of children’s storybooks, which is a series of individual stories all titled with and based on a binarized gendered character (e.g., Mr. Do popular children’s books tend to reflect gender stereotypes, and do parents prefer their daughters to read books reflecting this pattern? We explored these research questions using the popular Roger Hargreaves’ Mr.
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