Calladita Te Ves Más Bonita

By Leslie Hernandez

In a world where the word “feminist” is a bigger threat to the government than a gun, and the inclusion of every new gender to be a part of this society has started a evolution towards a greater equality ever imagined; we often times misinterpret these acts of “progression” as a new beginning. Believing that we are erasing the misogynist past of our ancestors and are rewriting an ideal concept of what “life” should be like. Partially, these acts have brought fresh perspectives into our society, rearranging some of the views placed in our values but being far off from rewriting the century long social rules define by each culture. As known, every culture worldwide has its own set of rules. Social standards set sublimely on its citizens to “orientate” them to know where their power lies, who holds that power, and where each of them belongs. An example of such culture is the Mexican culture which is a derivative from the Hispanic culture; I’m specifically familiarized with it since it’s my own. I have grown up surrounded by traditional ideas which often bring shame upon little boys for showing emotions; the belief that the ideal place for a woman to be is with her husband and family. I considered these ideas to be “normal” until I was introduced to the revolutionary ideas of feminism which then led the present concept of “Machismo” in Mexican and Hispanic cultures to be challenged. But what exactly is Machismo? And why do I find it to be harmful for our society? Machismo is traditionally identified as an exaggerated sense of manliness. In other words, it is an attitude in which often it is thought of men as naturally superior to women; a concept I find to be detrimental since it encourages ideas of gender inequality in our society. Growing up in a Hispanic community, I often-times heard a lot of parents say: “Solo las niñas lloran (girls are the only ones who cry),” when trying to make their little boy stop crying after getting hurt. Also, the famous “Ya sabes cocinar, ya te puedes casar (You already learned to cook, you can get married).” These were sometimes utilized as a joke, but they are equally misguiding young girls into believing cooking is essentially the key to a happy long-lasting marriage. When little children insult one another, they will use terms ending in “como niña (like a girl).” “Corres como niña (You run like a girl),” “Golpeas como niña (You hit like a girl),” “Lloras como niña (You cry like a girl),” all with the ends of symbolizing women as the weaker and more sentimental sex. Since these are some of the primary characteristics through which women are often-time defined in a Machista society. On the other hand, phrases like “como hombre (like a man),” “Igualito a tú padre (just like your father),” are terms that celebrate manhood, and the idea of male superiority. “Golpea como hombre (hit like a man),” is understood to mean to hit with power just like the stereo-typical male. Another example is: “Dos novias, wow igualito a tú padre (wow you have two girlfriends, such a ladies’ man just like your father)” praises the ideology of male superiority as it establishes male dominance over women as if they were property. Males are brought up to believe they are the only ones qualified enough to hold power in all aspects of society. Because seeing these phrases is very common in the Mexican culture, we have seem to miss the underlining message behind them. The “Machista” influence presented in these phrases plants ideas into children’s mind that later flourish and influence their perspectives when they become adults. Ideas that seem to transcend through the years as adults teach these ideas to their children and the future generations after them. For as those little boys who were told not to cry grow up, often-times oppress their emotions, and find it difficult to share their feelings with others. And a vast majority of young girls grow up to believe that the qualities of being a “good” woman are placed solemnly in the way one cooks and treats a man; rather than in her knowledge and perspective in world matters. For as long as these “machista” ideas are present in our society the way we view the world will always be the way they want us to see it.

In order to understand the way other Latinos have experienced “machismo” I decided to conduct a survey around my community of internet followers. In this small 16 question online survey I managed to gather some opinions Latinos had to share over their own experience with Machismo, and their relationship to reading. All in hopes to analyze and compare other peoples’ experience with my own, and derivate if we all had a similar idea to what machismo is, and if we are able to detect its effects in our society. The survey consisted of nine multiple choice and five short response questions which the subject in testing had to answer to the best of their ability.

Survey: Exploring the Mind

1. Are your of Hispanic descent?

2. What is the sex you were determine at birth?

3. Growing up how often did you hear or were told “solo las niñas lloran”? (Girls are the only ones who cry)

4. In 2-3 sentences please explain what you think of the previous statement. Do you believe it to be true?

5. Growing up how often did you hear or were told “ya sabes cocinar, ya te puedes casar”? (You learned to cook, you are ready for marriage)

6. In 2-3 sentences please explain what you think of the previous statement. How does this affect (if any) your perspective of marriage?

7. Growing up how often did you hear or were told “golpeas o corres como niña”? (You run like a girl, You punch like a girl)

8. Males only: If you were ever told you do something “like a girl” how does this make you feel?

8.1 Females only: How do you feel about others using the term “like a girl”? Is it something you approve of?

9. How familiarized are you with the word “Machismo”?

10. In 2-3 sentences define machismo in your own words or to the best of your understanding.

11. How involved were your parents in your academic life? (Elementary - High School)

12. Were you an AR Reader growing up?

13. If you recall, what were some of your favorite books growing up?

14. Do you believe these books influence you in any way?

As the result came back for the survey I noticed a correlation between some participants. It seem to be that they were familiarized with the problem that machismo presents in this society, however they were not fully aware of all context in which machismo is present. For example, they knew that using the term “like a girl”, as an insult was not morally right. Nonetheless, although they knew this term was not appropriate, they continued using it as a “joke” to which they see no greater harm than simple messing around between the “boys”. Presenting signs of ignorance which slow down the process of ending machista ideas, since the individuals show that they either do not care enough to fix this problem, or simply do not know how to solve it.

Now referring back to the underlying influences of machismo one particular area I discovered to present traditional gender roles is literature. More specifically young children’s literature as authors and illustrators influence the concept idea of machismo through strict gender roles in both their text and illustrations. So therefore I decided to investigate the gender identity development of Latino children in relationship to the books they are reading. Because I believe the books available to children do have an influence in their perspective I suggest we become more conscious of the books we select for them to read both at school, and at home. Since introducing them early on to the idea of actions and preferences being no more than what they are; without having to associated it to one gender in particular can open up their perspective into a world of possibly.

The issue of present day gender stereotypes in literature has risen a social global discussion. As presented in a research done by Anja Sovic and Vlasta Hus for the 5th World Conference on Learning, Teaching, and Educational Leadership, the investigators conducted an experiment as they analyzed three main publishers of the English textbook for young learners (age 6) in Slovenia. It became known as “Gender Stereotype Analysis of the Textbooks for Young Leaders” in which they focused primarily in the illustrations presented in these books, and the gender identities hidden behind them. To their surprise they found that gender stereotypes are still present in illustrations to this day. Distinctively in one of the books they analyze, Cookie and Friends by Vanessa Reilly, where the illustrator characterized the differences between female and male characters by feminine, and masculine physical attributes. Such as relating “blushed pink cheeks, and long lashes” to female characters, and omitting these characteristics from males (Sovic and Hus 497). Focusing more specifically in their clothing which was of masculine fit as they wore “blue trousers, and red shoes with buckles” (Sovic and Hus 497).

Moreover, as both Sovic and Hus analyzed this book more closely they found that even the toys the characters played with were given specific gender associations. In the book “The male character has a yellow airplane, while the female has a baby doll” (Sovic and Hus 497). Giving to the typical idea that boys like being more outdoors, and adventurous, while girls tend to be more nurturing, and caring. Furthermore, their characterization further explains the gender stereotypes used by the author of the book as “The male characters is described as an active one, who is (constantly) playing around. In contrast the female character (who) is shown as patient” (498). In contrast to the male character, the female does not run around, but rather is focused on practicing with her baby doll to be a socially acceptable character in society - a mother. Furthermore, as the researches shared their findings, they noted the great lack of female representation in book. As Solvic and Hus found, “male figures appear much more often by at least 63% than female figures which are (hardly) represented by 37%” (498). Leading them to conclude that although the illustrator tried to combat a few gender stereotypes in the drawings through the use of neutral colors for the characters, the inclusion of female characters in the book is still missing in great a portion.

Based on my experience I have seen and read children books that over exaggerate features in female characters. Usually depicting them as tall, thin, and beautiful. Often times the characters in the most popular books amongst young girls are princesses who play the ever so famous damsel in distress. Always keep away from society by either a monster or evil step mother who restricts their freedom. I grew up reading the bright pink books that displayed Disney princesses on the cover before bedtime every night. In these books the princess is usually portrayed as a calm character. Waiting for things to happen to her rather than making things happen for herself. She is usually cleaning or looking over her animals. Appealing to the nurturing characteristic which was also present in the female character from Cookie and Friends, the book previously discussed by Hus and Sovic. In addition, these princesses also seemed to share similar physical characteristic and personality traits with female characters from other books. They all seem to have flushed pink cheeks, bright eyes, and long lashes. Appealing to the beauty standards set amongst women by society. Furthermore, all these characters also seemed to always be calm and composed waiting for the male character to save the day or bring some action into the book. Another idea found in the book analyzed by Sovic and Hus is male characters are shown to be more adventurous than female characters. Realizing that although these two books are from different countries with distinctive cultural beliefs and with a 5,000 miles separation between them, they still share the same idealistic views. These views are enforced through illustrations and text depicting what each gender should look and act like.

In addition, May Narahara’s university thesis, Gender Stereotypes in Children’s Picture Books addressed the ever so concerning question, “Is there an influence present in children’s picture books and their relationship to gender identity development?”. One which she primarily answers by focusing the reader’s attention to the problem of books changing their focal objective every decade. She began by saying, “Literature in the nineteenth century focused on childhood, the family, and the country. Books reflected the tradition values of the time and served as socializing tools to transmit these values to the next generation” (5). The assumption was that boys would read about famous men and women would read about famous women. “Books written specifically for boys or girls began to increase in the last quarter of the nineteenth century to provide literature that addressed gender appropriate behaviors” (Narahara 6). Books for boys emphasized leadership and action while books for girls extolled the virtues of obedience and humility. A problem society did not take notice of until the late 1960’s when individuals started to realize the lack of female representation in books. In her investigation, Narahara cited the Feminist on Children’s literature research from 1971 in which they examined 49 Newbery Award winning books. Which show cased a ratio of three male characters present for every female. A result that clearly highlighted the underlying issue of lack of representation which surprised the majority seeing that the judges for these award-winning books did not seem to understand the importance of diversity and representation in children’s literature.

In addition, Narahara also cited Weitzman, Eifler, Hokada, and Ross 1972 research as they extensively studied Caldecott Medal books, honors picture books, Newbery Award winners, Little Golden Medal books, and many other etiquette books written in the 1940s, 1950s, and 1960s. As the primary purpose was to determine if “gender distinctions existed in characters and representation of character roles” in these award-winning books (Narahara 6). To which they discovered: an underrepresentation of females in the titles, central roles, and main characters at a ratio of 1:11. A similar outcome to the previous research done by the Feminist group of 1971. Moreover, the occupation roles of male characters had a higher status than women, and the characterizations used to describe women ranged from passive to immobile versus the male description of natural born leaders to independent, and active individuals. Both impressive results from which Narahara concluded that, “Gender stereotypes and sexism (present) limit children’s potential growth, and development, as picture books provide role models for children in defining standards in feminine and masculine behavior” (16). As often times children start to develop their ideas on gender in their early stages of life.

From my experience I agree with the results from the experiments presented in Narahara’s research. In my early years I remember reading books where the majority of women were portrayed as princesses, or ballerinas. Limiting the options in which a female character could be a lead role in the literary society. Furthermore, in the ever so famous Cat in the Hat, one book I remember to be very present in my childhood as it was my go-to reading in class; out of the four main characters in the story only one character (Sally) is a female, and she has no lines in the book. The story’s perspective is told from the brother’s point of view, and Sally does throughout the story is follow her brother around. Placing the power solemnly in the male character as he is the one to rearrange the mess created by thing one and thing two. Now it is important to notice the under representation of the females in the story and recognize the two positions given to the characters. Sally is obedient and almost invisible in an environment predominated by males, while her brother is a leader amongst the other male characters as he rose against the current of catastrophic events occurring around him and put an end to them. Correlating to similar results as present in the experiments cited by Narahara in which male characters are described as “natural born leaders” fitting to the stereotypical image of men always being in control of every aspect in society, while females remain on the sidelines. Moreover, the underrepresentation of protagonist female characters in young literacy other than in princess or ballerina books sets a closed idea in what is expected from children as they grow into our society. Influencing young children to believe they are to fit to the social standards set for them in these literary works.

Now taking into consideration the previous research experiments referred to, I have decided to unify their ideas and build a new approach, in hopes to further investigate the impact of literature in gender identity. However, I will make a few modifications to the research examples used in the previous paragraphs. Such as in the case of Anja Sovic, and Vlast Hus whose experiment contains limitations within only analyzing three books specifically written for 6-year old children. In addition, Sovic and Hus only presented books written by top publishers in Slovenia, limiting the ethnical population of the authors they analyzed, just as well as the cultural ideology they explored. By failing to analyze such factors Sovic and Hus had a limited interpretation of what the Slovenian society feels in respects to these books. Also their limitation to the top three publishing books hinders their credibility as they unfortunately fail to represent the rest of the books available in Slovenian society; for a possible compare and contrast between their context ideas. It is important to remember that the lack of representation is an investigation that leaves to question the credibility of the authors’ investigation. So, by selecting only three books which all happen to agree with the authors’ claim presumably leaves the reader to question if these books were strategically selected to make the author’s work credible.

Furthermore, in May Narahara’s research, both experiments she cited also presented a limitation in the number of books being tested. With an additional filter implemented to select only award-winning books. Leaving aside the ideas and context of the rest of the published children’s books which have not won a recognition but were still very present at the time. The experiment conducted by the Feminist of Children literature of 1972 focused only on 49 award winning Newbery books. The Newbery award is awarded to the Author with “the most distinguished contribution to American literature for children”. Signifying their great importance as they are highly qualified to receive this honor.

However, analyzing only books with award winning recognitions is assuming all schools, and public libraries are able to afford these types of books which are generally more expensive. The unfortunate reality is that not all schools and public libraries have the same economic privileges, and therefore these books are not accessible to everybody. Creating an inequality into the ideas being influenced to the children by the types of books available to them. Which is an important factor to take into consideration since public funding does range from community to community, those of higher economic status do present an advantage in the selection of latest and most prestigious children´s books available. A contrast to those in low income communities who are mainly dependent on donations.

As a way to further explore my interest in the influence literature presents on gender identity I decided to test my abilities through a self-study where I will be analyzing children’s books available at my local public library. And in efforts to maintain an unbiased experiment I decided to create a two set of questions that will help me understand, and identify if machismo is present in the text and in illustrations. I particularly decided not to involve children in my experiment because they can sometimes struggle to express their thoughts and emotions in relationship to reading. Just as well as they could be easily influenced by the social ideas of others. Since at this young age a majority of children’s interpretation and analytical skills are still not fully developed, it can be very difficult to sit down with them and ask them to interpret a book for you; when not long ago they barely learned how to read.

Questions for Analyzing Literature in children’s books

1. What is the ratio of female characters to male characters?

2. What words characterize the descriptions of girls/boys?

3. Do male and female characters respect each other as equals?

4. Are both girls and boys shown as having a wide range of sensibilities, feelings and responses?

5. Does the material encourage both girls and boys to see themselves as human beings with an equal right to all benefits and choices?

6. How is the female character represented in the book?

7. What was the most commonly used adjective for females? And for males?

8. Are there any gender-stereotyped characterizations such as “boys make better scientist?”

9. Where any signs of establishing equality present in the story?

10. Are fathers (or male figure) shown raising or spending time with children?

Questions for Analyzing Illustrations in children’s books

1. Are the clothing colors used by the characters associated with their gender?

2. Are males presented as an outdoors force while women are presented as indoors?

3. Who is presented in the title cover?

4. Is there a stereotype in the body complexion of the characters?

5. Can you tell who is “in charge” of a scene by an illustration?

The sets of questions above were created to unbiasedly analyze the context and illustrations presented in the children´s books I will be analyzing. As an additional aid I have created several detail answer sheets for each book used in my experiment in order to understand and analyzed the data thoroughly. Furthermore, these answer sheets will also help me identify a pattern (if one is presented) in the readings. The following answers are a collection of information from the books I have analyzed as part of this experiment.

A) B)

Analyzing Literature for

Las Muñecas son para niñas by: Ludovic Flamant

Questions:

1. What is the ratio of female to male characters?

The ratio is 1 female to 3 males

2. What words characterize the descriptions of boys/girls?

In the story the aunt gave a doll to her younger nephew as a gift which resulted in the description of both the aunt and idea as being “weird” for being progressive. While the father when expressing his thoughts over the gift was said to turn “red as a tomato” from the anger boiling in his blood.

(Refer to picture C for illustration)

3. Do male and female characters respect each other as equals?

Although the parents have an argument in the book which frightens their children they are later shown in the kitchen washing dishes together. The illustrator breaks the traditional gender roles by depicting the father wearing an apron and doing the action of washing while the mother is putting away the plates. Symbolizing equally between them.

4. Are both boys and girls shown as having a range of sensibilities, feelings?

Yes, all characters express their emotions freely but, the younger brother in particular is very in touch with his emotions.

5. Does the material encourage both girls and boys to see themselves as human beings with equal right to all benefits and choices?

Yes it does, as stated before the gender roles have swapped and have even been questioned at multiple times thought the book. Starting with the action of a little boy playing with his doll and continuing the progressive mentality with the father of the story wearing an apron. This book I believe breaks more than two gender “boundaries” signifying the understanding of both the author and illustrator in the importance of conveying progressive ideas.

6. How are the female characters presented in the book?

Out of the two female characters one is a mother, and the other is an aunt.

7. Are there any gender-stereotyped characterizations

Unfortunately there are stereotypes present in the book, after the little boy received his doll the dad is convinced of taking it away from him and insist in buying a “boy” toy instead. Giving his son the option of buying a sword, a fire truck or a race car. All very “manly” options which represent “power”, and the idea of action and male leadership.

8. Where there any signs of establishing equality in the story?

Yes there are, one being the doll the younger sibling got from his “weird” aunt as a birthday present. A toy usually associated with girls, but when the little boy received this gift he instantly fell in love with it. The other sign would be the father´s progressive choice of attire of wearing an apron while the mother is putting away the plates after he has washed them.

9. What are the most commonly used adjectives for females and males?

There was only one adjective use to describe someone in the book, and that is the word “weird”. This is what the little boy calls his aunt for giving his brother a doll for his birthday.

10. Are fathers or male figures shown raising or spending time with children?

Yes, the father is present throughout the story.

Analyzing Illustrations for

Las Muñecas son para niñas by Jean-Luc Englebert

Questions:

1. Are the clothing colors used by the characters associated with their gender?

The clothing colors are a very basic range from light blue to maroon shirts. The pants the characters wear is how they can be distinguished because women use lighter colored creamy pants and males wear medium to dark blue jeans.

2. Are males represented as an outside force while women as an indoors?

In this book the distribution of outdoors to indoors persona is challenged, but it unfortunately failed to defeat. As the father and sons are represented as active constantly doing something. Whether is playing with tools or taking charge in the scene they are shown to have a great contribution in the book. The mother on the other hand is more passive. She is shown as a shelter, and as calm being who reads, and wants no noise in the house.

3. Who is presented in the title cover?

The whole family is in the title cover which consist of 3 males and 1 female. Outnumbering female representation.

4. Is there a body stereotype in the complexion of the characters?

Yes there is and it is seen in the parents as the mother is relatively shorter than the father.

5. Can you tell who is “in charge” of the scene by an illustration?

Unfortunately although this book did a wonderful job balancing the “power” between two parents this particular scene in the toy store where the father grew angry at the little boy established a role in the story. As the mother became a shelter to her kids protecting them against the father´s outdated ideology of toys having a specific gender role. This let the reader know the father was in “control” of the family household as they left the shop without any toys unless they were approved by him.

Overall, the book “Las muñecas son para niñas” has received my approval. This book contains the valuable lesson of disassociating gender from toys so children can play freely with whatever they prefer. It also has shown the progress illustrators have made to combat gender stereotypes in drawings from physical attributes to attire. As shown in the book one key element presented is the father´s use of an apron while cleaning dishes with his wife. The male character is physically doing the cleaning which is often time associated with a woman´s “job” while the wife is putting away the dishes. This gender associated stereotype was swap between the characters and managed to create a new perspective to the traditional idea. I find this to be beneficial for children since they start familiarizing with action and toys being gender neutral.

Analyzing literature for

Cuando sea major ( When I grow up) by Editorial Juvenil

Questions:

1. What is the ratio of female to male characters?

The ratio is 5 girls to 6 boys

2. What words characterize the descriptions of boys/girls?

No descriptive words were used in this book therefore answer is not available.

3. Do male and female characters respect each other as equals?

Characters do not interact with one another therefore this answer is not available.

4. Are both boys and girls shown as having a range of sensibilities, feelings?

No emotions were shown in this book due to it being solemnly for interaction with reader and not between characters.

5. Does the material encourage both girls and boys to see themselves as human beings with equal right to all benefits and choices?

This book does not show boys and girls as equals let alone as having the same choices, especially in their careers. This book is defined to be greatly influenced by gender-stereotypes specifically placed in the choices made for the characters.

6. How are the female characters presented in the book?

Females are given careers which are stereotypical to their “nature” of indoor peace and nurturing. Careers such as zoo keepers, artist (painters), movie stars, and business tellers in which women can highlight their “main” personality attributes.

7. Are there any gender-stereotyped characterizations

Yes, they are! Boys are portrayed in careers where math, and science are primarily involved. They take adventure filled careers such as being astronauts or scientists while girls are assigned careers in entertainment and nurturing. They are careers which take mostly place inside, and usually take little to no physical effort to accomplish.

8. Where there any signs of establishing equality in the story?

Not at all. This book greatly stereotyped the careers little boys and girls can pursuit based on their sex. Creating the idea of separate spheres as girl can only pursuit the careers society finds appropriate for their gender and vise versa for boys.

9. What are the most commonly used adjectives for females and males?

No adjectives where found due to the lack of text from the book, being that it was a picture interaction book for younger children.

10. Are fathers or male figures shown raising or spending time with children?

No parents are involved in this book therefore this answer is not available.

Analyzing Illustrations for

Cuando sea major by Editorial juventud

Questions:

1. Are the clothing colors used by the characters associated with their gender?

The clothing relates to the future profession the children are assigned to. Being that their careers are based on gender stereotypes then yes, their clothing is in fact associated with gender.

2. Are males represented as an outside force while women as an indoors?

Yes, the professions assigned to males deal with the outside interaction such as being astronauts or pilots, while girls stay indoors as painters or nurtures.

3. Who is presented in the title cover?

One little boy dressed as an astronaut

4. Is there a body stereotype in the complexion of the characters?

The illustrator only showed the upper half of the characters´ body so we cannot assume there is a body stereotype.

5. Can you tell who is “in charge” of the scene by an illustration?

We can suppose the male characters are in charge of the scene since they occupy jobs with “higher” respect than female characters.

Right from the start the book “Cuando sea major” by Editorial Juventud was the one I questioned the most. From its appearance and within the first two pages of the book I could tell by the characterization given to each character that this book would be influenced by gender stereotypes. As a matter of fact, I do not approve of this book for the social construct idea it presents in stereotyping the possible careers available to children, but I did include it in this research to show books influenced by gender stereotypes still exist. Predominantly what I want to highlight with this book is the subliminal messages hidden behind picture books. What Editorial Juventud did here was convey to the typical idea of active male, passive female. As all jobs assigned to males required outdoor activity just as well as the constant use of problem-solving skills through mathematics and science. Appealing to the idea that men are “more” rational when making decisions for they ought to believe to think with their head and not their heart. On the other side careers assigned to females were particularly dominated by communication skills and the traditional idea that all women are great nurtures or care takers. Focusing their careers on entertainment for the pleasure of others and on one on one relationships with people or animals. In efforts to appeal to the traditional belief of women being born with “motherly” instincts.

Analyzing literature for

“Ceniciento” by Yanitzia Canetti

Questions:

1. What is the ratio of female to male characters?

The ratio is 1 main female character to 5 male characters

2. What words characterize the descriptions of boys/girls?

The description of male ranges from: lazy, stingy, and cruel to loving, hardworking, smart, and handsome. While the one single female is described as: smart, beautiful, and in possession of a lovely voice.

3. Do male and female characters respect each other as equals?

Yes, the characters do respect one another. However, we do see an economic discrimination from Ceniciento’s cousins who make him feel inferior as they humiliate him for the clothes he wears, and what he does for a living.

4. Are both boys and girls shown as having a range of sensibilities, feelings?

Yes, the characters present a wide range of emotions. In particularly Ceniciento who shows a “softer” side by sharing his dreams and even crying when presented with good news, and hard obstacles. A characteristic which is rarely depicted in male characters.

5. Does the material encourage both girls and boys to see themselves as human beings with equal right to all benefits and choices?

Yes, it does since it takes a spin to the traditional damsel in distress idea we are so used to. In this story the female character is the hero who improves the life of young Ceniciento by providing him with lots opportunities. Such as continuing his studies in the engineering fields.

6. How are the female characters presented in the book?

Anastasia the main female character and is represented as a news reporter on a dating show who is looking for a boyfriend.

7. Are there any gender-stereotyped characterizations

No, they are not present in the book. As a matter of fact, Ceniciento actually breaks the traditional gender idea of housework being a woman´s duty by being in charge of all the cleaning around the house, and outside of it.

8. Where there any signs of establishing equality in the story?

Yes they were, as Ceniciento is demonstrating that cleaning is a job for everyone, and it is not only associated to females.

9. What are the most commonly used adjectives for females and males?

Both of the main characters were depicted with positive adjectives such as intelligence, beauty and kindness. Giving to the “perfect” main character appeal.

10. Are fathers or male figures shown raising or spending time with children?

Yes, in this story Ceniciento receives the undying support and love from his uncle Yuri who acts as the “fairy godmother” in this story. Providing guidance and encouragement to Ceniciento.

Analyzing Illustrations for

Ceniciento by Teresa Herrera

Questions:

1. Are the clothing colors used by the characters associated with their gender?

Colors used for male characters are solid dark to medium colors, while females wore bright to medium tones with prints in them.

2. Are males represented as an outside force while women as an indoors?

No, males were not represented as an outside force in this book. Rather the main character lived life indoors doing chores and tending people. While his “evil” cousins also stayed indoors doing nothing. However, Ceniciento transcended from being an indoor force to a member of the outside world after he studied to become an engineer.

3. Who is presented in the title cover?

The main character Ceniciento is the title cover

4. Is there a body stereotype in the complexion of the characters?

Only in the last page is that we see the ever-lasting body stereotype of females being shorter and more petite than males. As the characters are illustrated to fit the ideology of body standards set by society.

5. Can you tell who is “in charge” of the scene by an illustration?

Only if you look close to the illustration is how you tell that there is a “in charge” scene. It is the last page in the book, which is the dancing scene were Ceniciento is significantly taller than Anastasia. Subliminaly establish male dominance by this height differences. Positioning a “control” in the relationship as Ceniciento leads the way in the dance.

Altogether the book “Ceniciento” by Yanitzia Canetti has received my approval. This book took the traditional Cinderella story we are familiarized with and gender swapped the protagonist of the story. Converting the damsel in distress we are so accustomed to into a lost poor boy in need of hope. The character of Ceniciento did all chores done in the original Cinderella story. Situating the author´s innovative idea of disassociating the action of cleaning from the traditional belief of being a woman´s “job”. Causing the reader to set their mind around the progressive idea of gender-neutral actions. The book Ceniciento accomplished to break several gender stereotypes but unfortunately failed to fully move past social gender influences. It can be noticed especially in the illustrations done by Teresa Herrera as the physical distinction between female and male characters are very noticeable. Although both characters were illustrated with flushed pink cheeks female characters had exaggerated features such as long lashes, and big bright eyes. Furthermore, the height and size difference between characters is also greatly influenced by gender social standards. Male characters were depicted to be relatively taller and bigger in size in comparison to female characters. Enforcing the traditional “ideal” image for both male and females. Taking everything into consideration although there is a social influence in the book through physical appeal, the author accomplished to open-up the perspective of the reader. By educating children into viewing house chores as a gender-neutral action rather than a woman´s duty is how you start disassociating certain actions from gender roles. An idea I find to be extremely beneficial as these children grow up understanding that actions such as sweeping or doing laundry are made for and can be done by everyone; not only females.

Analyzing Literature for

“Harta del Rosa” by Nathalie Hense

Questions:

1. What is the ratio of female to male characters?

The ratio is 1 female to 2 males

2. What words characterize the descriptions of boys/girls?

This answer is not available since no words were found to be used for characterization

3. Do male and female characters respect each other as equals?

Yes, characters respect one another as they understand they all are very different people with very different likings.

4. Are both boys and girls shown as having a range of sensibilities, feelings?

Yes, they all are but it can greatly be seen in the two main boy characters who seem to be in touch with their “feminine” side.

5. Does the material encourage both girls and boys to see themselves as human beings with equal right to all benefits and choices?

Encouragement is shown particularly in the way children tend to be more accepting of one another rather than adults. Since they do not exclude anyone from being part of their friend group even though they like things society categorizes of being specifically assign to one gender only.

6. How are the female characters presented in the book?

In the book the main character is a young girl who hates pink, and every other girly thing like dolls or makeup. Going against the traditional idea of females being represented as girly princesses.

7. Are there any gender-stereotyped characterizations

This book mainly highlights the gender stereotypes that lie within the adult community. As they show strict rules in associating actions and toys to a specific gender. While in the children’s world gender boundaries are being broken as the characters can express themselves freely for and their likings without having to associate it a gender.

8. Where there any signs of establishing equality in the story?

There some signs such as characterizing younger boys to be more sensitive in opposition to portraying girls to be more tough. Giving a counter perspective to the traditional idea of boys being tough and girls being sensitive.

9. What are the most commonly used adjectives for females and males?

No adjectives were found to describe either particular gender, therefore this question is not available.

10. Are fathers or male figures shown raising or spending time with children?

No father figures were present in the book.

Analyzing Illustrations for

Harta del Rosa by:

Questions:

1. Are the clothing colors used by the characters associated with their gender?

Yes, the reader can easily identify that the clothing used by female characters is typically pink, and it is accompanied by matching hair accessories.

2. Are males represented as an outside force while women as an indoors?

No distinction where made by the main characters to be represented as outside or indoor forces. All characters were versatile in relationship to being able to switch between being indoor or outside forces. It all depended on the action done by the character at the moment.

3. Who is presented in the title cover?

The main character which is a girl is shown in the cover.

4. Is there a body stereotype in the complexion of the characters?

No body stereotypes where found in the illustrations. This book portrayed children of all heights, and sizes making the book a little more relatable.

5. Can you tell who is “in charge” of the scene by an illustration?

No “in charge” forces were portrayed in the illustrations of the book. Each character had their moment in the spotlight.

“Harta del Rosa” by Nathalie Hense is one of the books I enjoyed reading the most during this research because I consider it be ground breaking. Earning my outstanding approval as it implemented the idea of gender-neutral actions in its literary context. The author introduced the protagonist female character as a persona in possession of an adventurous heart and great strength, as we see her climbing trees and running around with her friends. Contradicting the social idea of passive women in literature, this character breaks the stereotype by taking leadership in the adventures her and her friends set off to. In addition, the main character´s friends are also defining the traditional ideas of two separate spheres, as they understand that their interest in fashion and painting are not exclusive to a specific gender. Rather it is a gender-neutral interest anyone can participate in. A very interesting thing I noticed in this book is the children´s acceptance of their friends´ preferences versus their parents´ disapproval. The children in the story were fascinated with the talents their friends possess in their subject of interest, and even encouraged them to continue practicing them. Their parents on the other hand saw their interest as shameful, and even viewed it more as a “stage” they hoped their children would outgrow. As they believed they were too young to decide what they liked and didn´t like. Highlighting a key concept, I think all children and adults can learn from. The author has set the mind of the reader to disassociate interest and actions from gender, and rather focus on the joy these bring. As a way to promote the idea of acceptance between all in hopes to improve the conditions and restrictions currently placed on children, and adults by society.

Furthermore, before I begin the discussion of my results, I would like to explain my limitations and the reason for why my findings could possibly be affected. As a focus for this experiment I selected children’s picture books in Spanish from the last ten years. I tried to include at least one book published from the years 2008 to 2018 but unfortunately the McAllen Public Library has a very small section of books written in Spanish. Let alone majority of these books were also very outdated, and only a few met the criteria I set. Requirements I set for this experiment were being commonly found in other libraries and being published by Hispanic authors.

Now, having finalized the experiment, I was reflecting over the data collected from these books as I discovered a pattern amongst the ideas presented in them. I noticed that three of authors in the books I read managed to break gender stereotypes in their characters, and their personal interest. For example, in Las Muñecas Son Para Las Niñas (Dolls are for girls) by Ludovic Flamant we see a small child who enjoys playing with his new doll. Despite his father’s constant persuasion into playing with a more “boy-like” toy, the little boy refuses to obey his father and continues playing with his doll. Even when his father took him to the toy store to buy a new (boy) toy the child opted to buy a little car for his doll so he could take her everywhere with him and show it off to his friends. In addition. in Yanitzia Canetti´s book Ceniciento (male Cinderella) the classic princess tale takes a spin and is now played by a poor city body. Although the main protagonist changed gender Ceniciento still does all chores Cinderella did in the tale. He cooked, mopped, dusted, and did laundry. He was even illustrated wearing an apron when completing his chores. A valuable contribution made by the illustrator as this item is usually not seen in male characters, but rather is a gender symbol used to depict women.

Furthermore, in Harta del Rosa (Tired of the color pink) by Nathalie Hense the two male friends of the main character show “girl-like” actions, and interest. Her friend Augusto for example, sews clothes for his action figures while her friend Carlos paints flowers and ladybugs in his toy cars which are actions that are stereotypically associated with girls. This new implication of eliminating gender stereotypes in actions such as sewing, cooking, and cleaning will make young readers realize that these actions can be done by anyone and do not necessarily belong to just women. Similarly, by eliminating the term “girl-like” from personal interest or likings such as playing with dolls or painting flowers in cars will open the opportunity for all children to know they are encouraged to express themselves freely, and without fear of judgment. By eliminating gender stereotypes in children’s books, the author provides a more accepting outlook in the way children view each other, and the world. By disassociating interest from gender, the authors create a more inclusive view in children’s books. As they start to learn that gender should not exclude them from liking or pursuing a particular interest.

However, although these books have shown great social progression by breaking gender stereotypes in their text, the illustrations in them lack to follow their example. As I noticed that gender stereotypes in careers were still very present in the books I read. An example is the entire book Cuando sea mayor (When I grow up) by Editorial Juventud. They associated all jobs dealing with care taking, entertainment, and public relationships to girls. Listing their job options as: saleswomen, artist (painter), zoo keepers, clowns, and movie starts. Giving into the idea of women being more patience individuals; who prefer to stay indoors a do little to no physical effort. While boys’ jobs were represented by pilots, tennis players, scientists, astronauts, pirates, and super heroes. The belief of Editorial Juventud is primarily that boys are more adventurous and outgoing humans who love to explore the outdoors. Depicted as natural leaders in the way they can be are their own boss in the jobs they were assigned. This I find to be an issue which sets limitations in the way children approach their future as they grow up. In these illustration boys are viewed as heroes and explores while girls feel they are more associated with sideline jobs where they take orders from those above them. Since in the jobs they were assigned they have little to no room for professional development. The simple lack of representation has left children to believe boys are the only ones that can aspire to be more, since society will give them the encouragement to strive for greater things while holding girls back.

With that in mind after taking everything into consideration I have determined that my inquiry has partially been answered. Since majority of books for children are changing and are being more inclusive in terms of characters and their likings. Eliminating majority of machismo ideals as well as any other forms of gender stereotypes from their texts. Nonetheless, illustrations in children’s books still present stereotypical ideals of images in them. Creating a limitation in the way children are influenced to look like based on their gender, and what they should be doing. Since often-times pictures stay relatively longer in our minds than text. Especially in young children who just started to learn how to read and analyze text. Consequently, causing them to look at pictures for a more understandable interpretation.

So in conclusion there are many more aspects related to literature which influence gender identity development. Many of them are still unexplored such as the economical differences presented by both schools and public libraries and their accessibilities in obtaining the newest books and resources. Just as well as how a parent’s involvement in their child’s reading and academic life can influence the ideologist reinforce in their gender. Even further to compare and contrast the difference (if any) made by electronic children’s books versus hard copies. There are still so many areas left to explore of this single topic. So therefore, if this experiment is to be recreated, I suggest visiting a book shop such as Barnes and Noble where more current children’s books can be found. Another inclusion to this experiment could be the addition of conducting small interviews with the parents around the children’s section of the library. Bring a little more background information about the process of book selection. That way an analyze of the content in the types of books typically selected by the children can be done and possibly even be explored to look for a specific gender identity stereotype association. In additional an extension to further my research can be a comparison between the different books found in bookshops and those found in public libraries. Seeing that some libraries are mostly run on public funding and donations while bookshop are more selective into who gets a spot in their shelves. As mentioned before the discussion for literature influencing gender identity is nowhere near done. In fact, it has just begun as we look more into influential factors which arise from our society almost daily. However, in efforts to counter attack this problem in our society I propose we become more mindful of the books we are selecting for our child to read both at school and home. As adults we should further investigate about the authors who are writing the books that we are selecting for the children just as much as we should check the authors previous works to identify (if any) their use of gender stereotypes. Simply so we understand their opinions in regards to strict gender roles, and verify they don’t have any contradicting influences in the minds of young children. As the overall goal is to move past all gender stereotypes and “machista” ideas to create a more inclusive, and gender-neutral world.

Work Cited

Sovic, Anja and Hus, Vlasta. “Gender Stereotype Analysis of the Textbooks for Young Learners.” (2015) NeuroImage, Procedia Social and Behavioral Sciences. 495-501. Academic Press www.sciencedirect.com/science/article/pii/S187704281502340X. DOI: https://doi.org/10.1016/j.sbspro.2015.04.080

Narahara, May. "Gender Stereotypes in Children's Picture Books." (1998) ERIC.

files.eric.ed.gov/fulltext/ED419248.pdf.