Little Miss Brainy (Little Miss Classic Library)

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Lapierre, M. A., Ashtaputre, A., & Aubrey, J. S. (2022). Boys go, girls go along: Exploring gender and price differences regarding themes present on children’s graphic t-shirts. Young Consumers. https://doi.org/10.1108/yc-07-2021-1353. 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 Freeman, L. (2019). The timeless Mr Men books capture modern stereotypes perfectly. The Telegraph. https://www.telegraph.co.uk/news/2019/02/27/timeless-mr-men-books-capture-modern-stereotypes-perfectly/ Eagly, A. H., & Koenig, A. M. (2021). The vicious cycle linking stereotypes and social roles. Current Directions in Psychological Science, 30(4), 343–350. https://doi.org/10.1177/09637214211013775 Narahara, M. M. (1998). Gender stereotypes in children’s picture books. University of California. https://eric.ed.gov/?id=ED419248.

Little Miss Books - List Challenges Little Miss Books - List Challenges

Our finding of gender stereotypical contents of the books is largely consistent with previous literature which finds high levels of gendered messaged across children’s books (e.g., Crisp and Hiller, 2011; Gooden and Gooden, 2001). Interestingly, our findings also corroborate that of Lewis et al. ( 2022) who note a pattern of female-stereotyped books as more gender biased compared with male-stereotyped books. This is a finding reflected across our three studies; for example, in Study 1 we noted how there were significantly more male peripheral characters in Little Miss books compared to Mr. Men books. This pattern aligns with Lewis et al.’s ( 2022) notion that children’s books tend to position male characters as the ‘default’ and female characters as ‘other’. In this sense, in the context of the Little Miss/Mr. Men book series, Mr. Men characters are the default and Little Miss characters exist within a Mr. Men world. McFadden, K. E., Puzio, A., Way, N., & Hughes, D. (2021). Mothers’ gender beliefs matter for adolescents’ academic achievement and engagement: An examination of ethnically diverse US mothers and adolescents. Sex Roles, 84(3), 166–182. https://doi.org/10.1007/s11199-020-01157-7.An initial test for outliers showed that ‘Little Miss Chatterbox’ and ‘Mr. Chatterbox’ had z scores of 2.49 and 6.69 above the mean, so these outliers were removed from analyses of this item. To test for differences in the average number of words in direct speech, we ran a one-way between-subjects ANOVA, which revealed no significant differences in direct speech between the male characters in the Mr. Men books ( M = 61.53, SD = 36.01) and female characters in the Little Miss books ( M = 53.52, SD = 34.98), F(1, 77) = 20.08, p = .33, η p 2 = 0.012. Peripheral Character Gender Mr. Christmas · Mr. Birthday · Little Miss Christmas · Little Miss Birthday · Mr. Moustache · Little Miss Valentine · Dr. Men · Mr. Bolt · Little Miss Waste Less Across three studies, we tested the presence of, and reaction to, gender stereotypes in a popular book series: Hargreaves’ Little Miss/Mr Men book series. Using a content analysis approach, guided by previous works and informed by recommendations for content analysis in gender scholarship (Neuendorf, 2010), we found that these books are generally consistent with the stereotype that women are passive and domestic, whereas men are active and adventurous (Study 1). Beyond the book contents, the adjectives assigned to each Little Miss/Mr Men title character were also readily categorised by gender even in the absence of any book or gendering information, further corroborating the gendered stereotypical nature of the books and indicating that people readily use and are aware of these stereotypes (Study 2). We also showed that parents generally prefer counter-stereotypical books to read to their daughters (Study 3), and this was not associated with feminist identity. Study 3 also demonstrated how, qualitatively, book choice is guided by consideration of gender stereotypes, and that at least in some cases parents prefer not to transmit gender stereotypical messages to their children. Ultimately, the three studies reported here contribute to the growing literature on gender portrayals in children’s books. Moral: Being late for work constantly as well as taking too long to do a job will likely get you fired.

Little Miss Brainy (Mr. Men and Little Miss Book 25) eBook Little Miss Brainy (Mr. Men and Little Miss Book 25) eBook

Weisstuch, L. (2023). These books stand the (Silly, Messy, Topsy-Turvy) test of time. The New York Times. https://www.nytimes.com/2021/12/08/books/mr-men-little-miss-books.html. 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. Endendijk, J. J., Groeneveld, M. G., Van der Pol, L. D., Van Berkel, S. R., Hallers-Haalboom, E. T., Mesman, J., & Bakermans-Kranenburg, M. J. (2014). Boys don’t play with dolls: Mothers’ and fathers’ gender talk during picture book reading. Parenting, 14(3–4), 141–161. https://doi.org/10.1080/15295192.2014.972753. Pinel, E. C. (2018). Existential isolation and I-sharing: Interpersonal and intergroup implications. Current Opinion in Psychology, 23, 84–87. https://doi.org/10.1016/j.copsyc.2018.01.002 Collins, L. J., Ingoldsby, B. B., & Dellmann, M. M. (1984). Sex-role stereotyping in children’s literature: A change from the past. Childhood Education, 60(4), 278.Wagner, L. (2017). Factors influencing parents’ preferences and parents’ perceptions of child preferences of picturebooks. Frontiers in Psychology, 8, 1448. https://doi.org/10.3389/fpsyg.2017.01448. Axell, C., & Boström, J. (2021). Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes. International Journal of Technology and Design Education, 31(1), 27–39. https://doi.org/10.1007/s10798-019-09537-1. Personality: Changeable, unpredictable, variated, capricious, sudden, unaccountable, frivolous, purposeless, valueless By 1976, Hargreaves had quit his day job. In 1981, the Little Miss series of books began to appear. It, too, was made into a television series in 1983, which was narrated by John Alderton, who, with Pauline Collins, voiced the Men and Misses, respectively. Although Hargreaves wrote many other children's stories, including the Timbuctoo series of twenty-five books, John Mouse, and the Roundy and Squary books, he is best known for his 46 Mr. Men books and 33 Little Miss books. Collins, R. L. (2011). Content analysis of gender roles in media: Where are we now and where should we go? Sex Roles, 64(3), 290–298. https://doi.org/10.1007/s11199-010-9929-5.

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Anderson, D. A., & Hamilton, M. (2005). Gender role stereotyping of parents in children’s picture books: The invisible father. Sex Roles, 52, 145–151. https://doi.org/10.1007/s11199-005-1290-8.She is one of the rare characters in the series as she has appeared in very few books since her creation. Mr. Miserable · Mr. Right · Mr. Thrifty · Mrs. Thrifty · Little Miss Penny · Little Miss Prudence · Wilfred the Wizard · Mr. Careless · Little Miss Nobody · Mr. Mean's brother · Little Miss Bump · Mr. Beefeater's Family Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Peterson, S. B., & Lach, M. A. (1990). Gender stereotypes in children’s books: Their prevalence and influence on cognitive and affective development. Gender and Education, 2, 185–197. https://doi.org/10.1080/0954025900020204. Little Miss Calamity · Little Miss Daredevil · Mr. Scatterbrain · Mr. Stubborn · Mr. Metal · Bunko the Monkey

Little Miss Brainy (Mr. Men and Little Miss Book 25) eBook

Crisp, T., & Hiller, B. (2011). Is this a boy or a girl?”: Rethinking sex-role representation in Caldecott Medal-winning picturebooks, 1938–2011. Children’s Literature in Education, 42, 196–212. https://doi.org/10.1007/s10583-011-9128-1. When choosing between Little Miss Princess and Little Miss Brainy, participants overwhelmingly preferred the non-stereotypical option ( n = 44, 83.0%), and a one-sample t-test showed that this was a significant difference, t(51) = 6.85, p< .001. Participants were generally split between their preference for Little Miss Sunshine ( n = 30, 56.6%) and Little Miss Helpful ( n = 22, 41.5%), with no significant differences between book choice, t(51) = 1.11, p = .27. Motivations for Book Selection 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.Hyde, J. S., Bigler, R. S., Joel, D., Tate, C. C., & van Anders, S. M. (2019). The future of sex and gender in psychology: Five challenges to the gender binary. American Psychologist, 74(2), 171–193. https://doi.org/10.1037/amp0000307 Bazzini, D., Curtin, L., Joslin, S., Regan, S., & Martz, D. (2010). Do animated Disney characters portray and promote the beauty–goodness stereotype? Journal of Applied Social Psychology, 40(10), 2687–2709. https://doi.org/10.1111/j.1559-1816.2010.00676.x. Tetenbaum, T. J., & Pearson, J. (1989). The voices in children’s literature: The impact of gender on the moral decisions of storybook characters. Sex Roles, 20(7), 381–395. https://doi.org/10.1007/bf00287998. 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. Our results should also be interpreted in the context of our chosen sample. Our core research question in Study 3 was investigating the factors that affect (counter-) stereotypical book selection, in the context of a mother selecting a book to read to her daughter. Most of our participants in this study were mothers, which contextualises some of the findings. Research has shown, for example, that generally fathers have more traditional views about gender (Apparala et al., 2003; Kollmayer et al., 2018). However, work also suggests that there are no differences in mothers’ and fathers’ endorsement of gender stereotypes in toy selection (Fisher-Thompson, 1993) and activities (Lytton & Romney, 1991). Moreover, research should also test this in relation to boys whose experiences when learning about gender likely differ from girls. Additionally, the Mr. Men/Little Miss collection is an apt sample for this kind of work, as the characters are clearly gendered in a binary way and have a high level of consistency in the narratives. While this is arguably a methodological strength, future research is needed to test how well these findings apply to a broader range of children’s books.