Taylor, F. (2003). Content analysis and gender stereotypes in children’s books. Teaching Sociology, 300–311. https://doi.org/10.2307/3211327. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687. Mr. Christmas · Mr. Birthday · Little Miss Christmas · Little Miss Birthday · Mr. Moustache · Little Miss Valentine · Dr. Men · Mr. Bolt · Little Miss Waste Less Moya-Guijarro, A. J., & Ventola, E. (2021). A multimodal approach to challenging gender stereotypes in children’s picture books. Routledge. https://doi.org/10.4324/9781003145875.

Little Miss Brainy: The Brilliantly Funny Classic Children’s

Martin, C. L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13(2), 67–70. https://doi.org/10.1111/j.0963-7214.2004.00276.x. Rudman, L. A., Phelan, J. E., & Heppen, J. B. (2007). Developmental sources of implicit attitudes. Personality and Social Psychology Bulletin, 33(12), 1700–1713. https://doi.org/10.1177/0146167207307487 Engel, R. E. (1981). Is unequal treatment of females diminishing in children’s picture books? The Reading Teacher, 34(6), 647–652. https://www.jstor.org/stable/20195308.

Mr. Cheeky · Mr. Christmas · Mr. Birthday · Little Miss Jealous · Little Miss Christmas · Little Miss Birthday · Little Miss Stella · Mr. Moustache · Little Miss Explorer · Little Miss Valentine · Mr. Bolt · Little Miss Waste Less · Mr. Octopus Apparala, M. L., Reifman, A., & Munsch, J. (2003). Cross-national comparison of attitudes toward fathers’ and mothers’ participation in household tasks and childcare. Sex Roles, 48(5), 189–203. https://doi.org/10.1023/a:1022865002992.

Mr. Clever | Mr. Men Wiki | Fandom Mr. Clever | Mr. Men Wiki | Fandom

Allen, A. M., Allen, D. N., & Sigler, G. (1993). Changes in sex-role stereotyping in Caldecott Medal Award Picture Books 1938–1988. Journal of Research in Childhood Education, 7, 67–73. https://doi.org/10.1080/02568549309594842. Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416. The findings of Study 3 suggest that parents generally prefer to select counter-stereotypical books (i.e., Little Miss Brainy) relative to highly stereotypical options (i.e., Little Miss Princess) (Study 3). The qualitative comments provide richness to this finding; parents frequently discussed factors such as positive values, role models, and gendered messaging that informs their book choice. The importance parents placed on gendered information helps mitigate the likelihood that these results were due to the applicability of the traits (i.e., that parents with children on the older end of our 0–13 years old requirement might not be interested in being a princess as much as younger kids, and as such parents chose the non-stereotypical book). Also, the average age of daughters was within the reading age of the Little Miss/Mr Men books ( M = 5.7 years old), which bolsters the applicability further. Study 1 used a content analysis approach to investigate the contents of the Mr. Men/Little Miss books. Content analyses have been used consistently to assess gender stereotyping in books (e.g., Diekman and Murnen, 2004) and is a useful method to establish patterns across qualitative or mixed-modality datasets. This approach is also broadly aligned with other relevant research that investigates the gendered content of children’s books (e.g., Crabb & Bielawksi, 1994; Tetenbaum and Pearson, 1989) and the presence of gender stereotypes in other forms of media (e.g., advertisements; Sandhu, 2019; graphic t-shirts; Lapierre et al., 2022). The aim of content analysis is to establish and interpret meaning from textual or visual content. Directed content analysis was chosen for this study, given its utility with large qualitative datasets (Hsieh & Shannon, 2005). Directed content analysis also allows researchers to be attentive to inductive codes, while staying grounded in the literature (Assarroudi et al., 2018) and is, therefore, suitably flexible. Coding ProcedureDr. First · Dr. Second · Dr. Third · Dr. Fourth · Dr. Fifth · Dr. Sixth · Dr. Seventh · Dr. Eighth · Dr. Ninth · Dr. Tenth · Dr. Eleventh · Dr. Twelfth · Dr. Thirteenth Weitzman, L. J., Eifler, D., Hokada, E., & Ross, C. (1972). Sex-role socialization in picture books for preschool children. The American Journal of Sociology, 77, 1125–1150. https://doi.org/10.1086/225261.

Little Miss characters | Mr. Men Wiki | Fandom Little Miss characters | Mr. Men Wiki | Fandom

Charles Roger Hargreaves was an English author and illustrator of children's books, notably the Mr. Men and Little Miss series, intended for very young readers. He is Britain's third best-selling author, having sold more than 100 million books. Miss Brainy is actually smart and able to answer people's questions. We see several of the Mr. Men in the story and she makes her way to Cleverland and there she meets animals like Elephant, Lion, and Pig. Lewis, M., Cooper Borkenhagen, M., Converse, E., Lupyan, G., & Seidenberg, M. S. (2022). What might books be teaching young children about gender? Psychological Science, 33(1), 33–47. https://doi.org/10.1177/09567976211024643.We then explored the free-text comments, as with the previous pair. Here, decisions also appeared to be driven by awareness of stereotypes for some parents (e.g., “ not keen on teaching my daughters they must be helpers”; Little Miss Sunshine). Similarly, a parent who selected Little Miss Helpful shared similar views: “ It’s important to me to choose reading materials that reflect positive values and role models. In this case, being helpful seems more positive and active than being sunshine”. In this condition, parents also shared their overall views on the Little Miss/Mr Men book series more generally, rather than focusing on their preference between Little Miss Sunshine and Helpful too. For example, “ I despise Mr men and little miss books and would only read them under duress” and “ I’m not really a fan of the Little Miss books”. For example, one participant discussed this: “ I dislike the implication carried by both books, that girls should either be cheerful (sunshine) or helpful. I also think ‘little miss’ is patronising when compared to ‘mr men’.” Beyond this, parents in this condition based their choice on other factors, including familiarity (“ I know this story better”), and aesthetics (“ The brighter yellow is more eye-catching”, and “looks fun”.). Feminist Identity and Book Choice Wood, L. A., Hutchison, J., Aitken, M., & Cunningham, S. J. (2022). Gender stereotypes in UK children and adolescents: Changing patterns of knowledge and endorsement. British Journal of Social Psychology, 61(3), 768–789. https://doi.org/10.1111/bjso.12510. Another classic from Hargreaves as I now have ten books to go to complete the series. It has been very enjoyable, and this is no exception, a great time to be had for all readers. I wonder if Alex will like or dislike being brainy. These things keep me awake at night.