Little Miss Brainy (Little Miss Classic Library)

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Gooden, A. M., & Gooden, M. A. (2001). Gender representation in notable children’s picture books: 1995–1999. Sex Roles, 45(1–2), 89–101. https://doi.org/10.1023/a:1013064418674. 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. 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

Little Miss Passive? The Transmission and Mr. Active and Little Miss Passive? The Transmission and

Dr. 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 Rivals: Mr. Rude, Mr. Mean, Mr. Snooty, Mr. Small, Mr. Mischief, Little Miss Naughty, Little Miss Scary, Little Miss BadLittle Miss Brainy always has something smart to say. Everyone asks her many questions, and Little Miss Brainy was tired of only knowing simple stuff. She goes for a long walk, and finds a starving lion who asks her if there is anything to eat. She eventually realises and runs away before the lion could realise the only thing around to eat was her! Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109(2), 267. https://doi.org/10.1037/0033-2909.109.2.267.

List of Little Miss characters - Wikipedia

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. Give the rabbits the right amount of carrots in addition to the carrots already given. Make sure that each rabbit gets the same number of carrots. No more, no lessShe, along with Little Miss Wise, Little Miss Brilliant, and Little Miss Inventor are the most intelligent Little Misses. 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. We then tested whether the book groups differed by the gender of the peripheral characters. Across the books, peripheral characters were significantly more likely to be male ( n = 239), with fewer female peripheral characters ( n = 44), F(1, 80) = 124.539, p< .001, η p 2 = 0.6. To test the prevalence of peripheral characters within books by gender of titular character, a mixed 2 (gender of main character: Little Miss versus Mr. Men) x 2 (gender of peripheral character: female versus male) ANOVA was conducted. This interaction revealed that there were significantly more male peripheral characters in Little Miss books ( M = 3.65, SD = 1.70) compared to Mr. Men books ( M = 2.45, SD = 1.59), F(1,79) = 9.86, p = .002, η p 2 = 0.11. There were no differences in the number of female peripheral characters in Little Miss books ( M = 0.59, SD = 0.92) compared with Mr. Men books ( M = 0.51, SD = 0.78), p = .68. Prevalence of Gender Stereotypes Mulvey, K. L., & Killen, M. (2015). Challenging gender stereotypes: Resistance and exclusion. Child Development, 86(3), 681–694. https://doi.org/10.1111/cdev.12317.

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

Little Miss Calamity · Little Miss Daredevil · Mr. Scatterbrain · Mr. Stubborn · Mr. Metal · Bunko the Monkey Little Miss Late is late for everything, and can't find a job. She tries to work in a bank, but by the time she gets there, the bank has closed. She tries to be a secretary for Mr. Snooty, but he goes home late. The job she gets is as a servant for Mr. Lazy. Because Mr. Lazy does everything much later than most people due to being lazy, this lines up perfectly with Little Miss Late, as she does everything later as well. 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. Abad, C., & Pruden, S. M. (2013). Do storybooks really break children’s gender stereotypes? Frontiers in Psychology, 1–4(986), https://doi.org/10.3389/fpsyg.2013.00986.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. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676. https://doi.org/10.1037/0033-295x.106.4.676.

Little Miss Brainy by Roger Hargreaves | Goodreads Little Miss Brainy by Roger Hargreaves | Goodreads

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 Research has previously investigated gender stereotypes in a range of popular children’s books. These include: the collated Caldecott book prize winners (Crabb & Bielawksi, 1994; Crisp and Hiller, 2011; Clark et al., 2003), the works of Dr. Suess (Taylor, 2003), the 1974–1984 ‘The Reading Teacher’ collection (Tetenbaum & Pearson, 1989), a collection of ‘Notable Books for Children’ (Gooden & Gooden, 2001), a selection of books in ‘The Horn Book’ (Peterson & Lach, 1990), and, more recently, the Wisconsin Children’s Book Corpus (Lewis et al., 2022). While demonstrating the far-reaching and frequent nature of gender stereotypes in children’s books, arguably none of these sets of books so clearly attribute gender to its characters as the Little Miss and Mr. Men book series by Roger Hargreaves. BBC (2015, January 27). Mr Men and Little Miss in Fox Animation film deal. BBC News. https://www.bbc.co.uk/news/entertainment-arts-31002290. 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. Tsai, J. L., Louie, J. Y., Chen, E. E., & Uchida, Y. (2007). Learning what feelings to desire: Socialization of ideal affect through children’s storybooks. Personality and Social Psychology Bulletin, 33(1), 17–30. https://doi.org/10.1177/014616720629274Humlum, M. K., Nandrup, A. B., & Smith, N. (2019). Closing or reproducing the gender gap? Parental transmission, social norms and education choice. Journal of Population Economics, 32(2), 455–500. https://doi.org/10.1007/s00148-018-0692-1. 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