Construction of sex-role in children's literature
Başlık çevirisi mevcut değil.
- Tez No: 36350
- Danışmanlar: PROF.DR. NECLA ÖNER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Türk Dili ve Edebiyatı, Education and Training, Turkish Language and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1994
- Dil: İngilizce
- Üniversite: Boğaziçi Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 326
Özet
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Özet (Çeviri)
This study analyzed the constructiop o-f sex-role in children's literatüre in Turkey. The sample- consisted o-F a total o-f 40 books (30 picture books, 10 elementary readers) written by Turkish authors and published a-fter 1980. The analysis o-F the books involved both qualitative and quantitative techniques. A content analysia utilizing the three cpre meanings o-F sex-role which are behavior, position and role-structure was carried out. Sex-role as behavior re-Fers to actıvities protagonists o-f the stories engage in and personality and dispositional attributes ascribed to them. Sex-role as position re-Fers to occupations ascribed'to adult male and -Female characters, and the nature o-F the i nterpersonal relationships within the -family. Sex role as role-structure refers to how elaborate the content o-f a sex- role is. Additionally, an analysis o-F the themes and the setti ngs of the stories in terms o-F sex of the pratagonists was made. The quantitative analysis consisted of -frequency counts -For each subcategory of analysis. The analysis of picture books and elementary readers were done seperately. Each book was read at least önce for each category and subcategory of analysis. While reading, ali instances o-f a particular action, attribute, occupation and relationship were coded. Settings were coded according to the illustrations of the stories. Then, the l ist of activities, attributes and dialogues re-fering to the relationships were grouped under several categories developed by the researcher.There were seven hypotheses in the study. The -First hypothesis stated that male characters and images would outnumber -Female ones in the texts and i llustrations o-f the books. in picture books, contrary to the hypothesis, -female characters and images outnumber ör are equal to the number o-F male characters and images; but in elementary readers, there are mors male characters and images than -Female ones. The second hypothesis predicted that male and -Fernale protagonists would di-F-Fer in terms o-F the activities they engage in and the personality and dispositional âttributes ascribed to them. it was -found that, in general male protagonists are shown engaging in activities that are more cognitively oriented, persistent, heroic, aggressive and physical; and are more evaluated in terms o-F âttributes indicating competence when compared to their -Female counterparts. On the other hand, -female protagonists are shown engaging in actions that are more nurturant/altruistic, that involve more emotionality and are more within the con-Fines o-F the house. Female protagonists are also evaluated in terms o-F âttributes re-Fering to social interaction more -Frequently than their male counterparts. The third hypothesis stated that the types o-F occupations ascribed to adult male and -Female characters would di-F-Fer. As expected, the types o-F occupations ascribed to adult -Female characters are not as varied as those ascribed to adult male characters, and male characters areshown as having occupations that have a higher status in society. The -fourth hypothesis predicted that the natura of the interpersonal relationship between mother and child would be di-F-Ferent than the relationship between -Father and child. As the -Findings indicated, in picture books the most typical type o-F relationship between mother and child is“nurturant/ caring”, while in elementary readers it is“in-Format i ve”. For the -Father-chi l d dyad, in picture books, the most typical type o-F relationship is -Found to be either“in-Format i ve”ör“restrictive/controll ing”, while in elementary readers it is“nurturant/caring”. The -Fifth hypothesis stated that books would present a more elaborate portrayal o-F -female role requirements than they do -For the male role. in line with this hypothesis, in both groups b-F books, -Female protagonists are more likely to be described within a -Family environment than their male counterparts. And whenever the -Female protagonist is described within a -Family environment, the mother is always present as a role model. On the other hand, the -Father.Figüre being either totally absent ör being present but not providing much about the contents o-F the male role, prevents the male child -From developing an elaborate portrayal o-F male role requirements. The sixth hypothesis predicted that -Female protagonists were more likely to be described indoors, with their parents,while male protagonists were more likely to be described outdoors, alone or with peers. As hypothesized, the most 'typical setting is -Found to be“indoors”-for female protagonists and“outdoors”-for their male counterparts. Moreover, -Female protagonists arB mostly described with their parents or with a pet/animal and male protagonists are mostly described with a pet/animal. The seventh hypothesis predicted that themes o-F the stories would vary according to the sex o-F the protagonists. As expected, the most typical theme -For stories having male protagonists is“adventure”and -For stories having -Female protagonists is“in-Formative”in picture books. Simi 1 arly,, in elementary readers, the most typical theme -for stories having male protagonists is“becoming -Friends”and -for stories with -Female protagonists it is either“days at home”,“curiosity”or“nurturance”. Brie-fly, both _ groups of books, by clearly differentiating between what is feminine and what is masculine in terms of activities, attributes, relationships within the family, settings and themes, constitute a very important source of influence for the child reader in shaping his/her behavior in the culturally approved ways of becoming a male or a female.
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