Gender stereotypes in children\u27s literature

This research paper focused on the creation of nine professional development sessions using critical literacy practices in order to analyze and examine gender stereotypes in children\u27s literature addressed in the classroom. This professional development grew out of an in-depth examination of the research over the past 40 years addressing gender stereotypes and gender representation in children\u27s literature, as well as, the literature on critical literacy practices and issues of social justice. The professional development sessions were designed around three major goals: to enable teachers to independently analyze children\u27s literature for gender stereotypes; to help teachers understand the four components of critical literacy; and have teachers enact critical literacy practices in the classroom in order to create a gender-fair literacy curriculum