Taking advantage of the fact that April has already started, a month dedicated to books (Children's Book Day, Book Day, various fairs, …), we have been highlighting topics related to reading for several days now, and family-centered, and in the childhood. It was chance that made us discover a new campaign of the initiative #soyquiendecide, promoted by Alba Alonso Feijoo. On this occasion, the initiative focuses on the "rosification" of books aimed at girls, phenomenon that is reported from Realkiddys, a reference blog for an educational project of which Alonso is CEO.
The truth is that It's so obvious that girls don't need fairy tales and poetry tinged with pink.It seems the children's product industry is taking us for a ride, but I'll continue with my introduction. Alba has a PhD in English Philology, is a public school teacher, and a mother of two; surprisingly, she still finds time to write children's literature, and she recently published "Martin is the Best." Our interviewee is a self-proclaimed lover of childhood and a tireless learner; and, as if that weren't enough, she regularly contributes to various media outlets.
Realkiddys is a way of fight gender stereotypes and to pursue coeducation. I think you'll enjoy this interview, but we'd be happy if you were just aware of how we're being sold this. gender segregation alongside toys, costumes, or books that we buy for our daughters and sons; and that takes away their freedom, but it can also condition the roles they play.
What are gender stereotypes and why are they so influential in children's literature?
When we talk about gender stereotypes, we are referring to simplified and rigid ideas about what girls and boys “should be”They are not based on biology, but on social norms that are passed down from generation to generation: how they dress, what games they play, what emotions they can show, what dreams are "appropriate" or what professions are considered more suitable for each sex.
Research in developmental psychology shows that Gender stereotypes begin to form from the earliest years of life, through socialization: what children see, hear, and experience in their family, school, and other environments media and culture.
Various studies indicate that The stories and novels read in childhood help to build gender identityThrough literary characters, children learn what is expected of them, what behaviors are valued, and how men and women relate to each other. Literary works reflect the society in which they are created and, at the same time, They reinforce or challenge cultural models existing.
When they appear again and again in children's books passive princesses waiting to be rescuedMothers dedicated solely to caregiving, adventurous fathers, and brave boys while girls are delicate—what reaches a child's mind is not just a story, but a map of what "is normal." And the earlier the exposure to these messages, the easier it is for them to are internalized unconsciously and become part of one's own identity.
Therefore, addressing gender stereotypes in children's literature is neither a minor issue nor a simple aesthetic debate. It is about understanding that, through stories, Limits and possibilities are being defined for the future of girls and boys: what jobs they will imagine, what kind of relationships they will consider desirable, how they will value themselves and other people.
A historical look at "rosification" and the pink/blue binomial
Mothers Today: Behind the project you promote there is an interest that girls and boys can BE freely, and without interference. That means that one and the other have different tastes and characteristics, and not necessarily conditioned by their biology. Do you have any idea when entertainment products that were targeted at girls started to "rosy"?
Alba Alonso: The use of pink has had different adherents throughout history. Before the 20th century, if we look at portraits of royal families, we see that kings and princes appear in red or pink. This is because red was the most expensive dye, as well as symbolizing... power, strength, and energy.
If we go forward a few decades in history, to the beginning of the 20th century, we will observe that both boys and girls wore white, not even pink or blue, as historian Jo Paoletti tells us in her work "Pink and Blue: Telling the Boys from the Girls in America." White was used by their practicality for being put in bleachand thus remove those uncomfortable stains typical of babies. Paoletti tells us how from the 20s onwards, certain differences began to emerge in the pink/blue world for various reasons, but depending on the state we were in, pink could be arbitrarily labeled for boys or for girls. Something similar happened in Europe, as in France orphanages dressed boys in blue and girls in pink, but in Germany, however, the opposite was done, as Paoletti explains..
While the 60s and 70s were a world full of color and neutrality, the 80s brought the pink/blue world seeking a increase in salesAnd the 90s and the Disney world did the rest. The 21st century has brought about the great explosion of this two-tone universewhich not only has not been stopped, but continues to grow “in crescendo” in our time.
This historical overview reveals something key: the association between pink/girls and blue/boys It is neither natural nor eternal.It's a very recent cultural construct. And when that color code is transferred to books, toys, clothing, or school supplies, it limits children's imagination: pink is associated with sweetness, nurturing, and beauty; blue, with strength, adventure, and technology. The so-called "pinkification" of children's literature consists precisely of this. to envelop stories aimed at girls in a limited visual and thematic universewhere princesses, glitter, cupcakes and saccharine friendship predominate, leaving out action, science, irreverent humor or adventure.
At the moment we are working on the tremendous stereotypes that invade children's literature
The #iamtheonewhodecides campaign and the "Teaching to Be" movement
MH:How did #soyquiendecide come about? I think this is the third "edition" of the campaign, how do you rate the acceptance of the previous ones?
AA: The #soyquiendecide initiative is part of the “Teaching to Be” campaign, a movement for a a more tolerant, egalitarian and just childhoodThis campaign is being carried out in collaboration with Madresfera, and we are frankly delighted with the reception it is receiving. The first action took place last Christmas denouncing the latent sexism in toys, we continued in carnivals showing the atrocities that some “sexy” children's costumes presented, and right now we are working on the tremendous stereotypes that invade children's literature. It is a very clear and simple way to raise awareness in society, especially parents, about what the pink / blue world really implies and its future consequences.
The actions of this campaign are based on a simple but powerful idea: to make visible what normally goes unnoticedWhen analyzing toy catalogs, costume ads or book covers, it is found that many times the problem is not just the color, but the combination of messages: some creatures are asked to take care, cook, put on makeup or wait to be rescued; others are invited to explore, lead, build or compete.
From an educational perspective, initiatives such as “Teaching to Be” connect with the co-educational approaches proposed by many current research studies: Educating for equality This involves critically reviewing all the resources used at home and at school.including children's literature. It's not about banning, but about broadening the range of models, offering diverse stories, and learning to carefully analyze the messages they carry.
How brands react to pressure for gender equality
MH: Manufacturers want to "cash in" as you say, consumers get carried away; sometimes I don't know if advertising creates needs or responds to them. How do brands tend to react to pressure to adopt an egalitarian policy?
AA: Today, several brands are beginning to embrace this journey of respecting children's tastes, regardless of gender. But unfortunately, we're finding that in many of these cases, it's nothing more than a business strategyBecause they do it well at Christmas and then don't apply the same theory at Carnival, for example. Whether it's a strategy or not, brands need a major change. The public begins to demand it and we hope that many more will "jump on the bandwagon" and abandon certain absurd practices.
Social pressure and the existence of studies that show the impact of sexism on childhood These changes are pushing some publishers and toy companies to revise their catalogs. Changes are being observed, such as a greater presence of female protagonists, characters in diverse professions, and catalogs that are less segregated by gender. However, the research warns that, alongside these advances, More subtle forms of sexism are still prevalent that are camouflaged under a modern appearance.
In young adult literature, for example, some authors have pointed to the emergence of what they call “new faces of sexism”: seemingly strong and independent girls who, nevertheless, They continue to define themselves around a romantic story or to male approval. In books for the youngest children, it is common to introduce more active female characters, but they continue to be mostly associated with caregiving or emotional expression, while male characters monopolize adventure or science plots.
All of this leads to a key idea for families: It is not enough to rely on egalitarian marketing or an attractive slogan on the cover. It's necessary to learn to look closely at what the characters do and say, who talks the most, who solves problems, who takes care of others, who's in charge. Only then will we be able to choose wisely which products truly support equal education
International movements against sexism in toys and books
MH: Now you're talking about the "pinkification" of "girls'" stories. Needless to say, I agree with you that girls don't need to be told what to read, and that they can open adventure or action books. I know of a project similar to the one you're developing (Let Toys be Toys in the UK). Do you know if similar projects exist in other countries?
AA: Lettoysbetoys is a fantastic movement, and they are accomplishing great things through their reporting. From Australia there is also PlayUnlimited which has so far two Christmas campaigns with “NoGenderDecember”. In Spain these past Christmas holidays were several municipalities that were encouraged to carry out campaigns against sexism in toys. But this is something that needs to be worked on all year round.And not only from the world of toys, because there are many areas to improve in this regard.
In the specific field of children's literature, various international projects have developed critical reading guides for use in the classroom and at home. Some activities start with very direct questions for students: how many female and male characters appear, what do they do, who makes the decisions, what professions do they have, what colors predominate in the illustrations, how are friendships or families represented.
This type of analysis not only exposes stereotypes, but also teaches children to read actively and reflectivelyInstead of being passive recipients of messages, they become people capable of identifying injustices, questioning rigid roles, and valuing alternative stories where equality and diversity are present.
There are books that directly segregate by sex by being labeled on their covers as "for girls" or "for boys"
How do sexist books affect the development of girls and boys?
MH: Now is a good month for us to "get down to it" and let the kids go free in their reading choices (Children's Book Day and Book Day). That is why I need your help: tell us how it can affect the development of a boy or a girl that we tell them that their readings have been previously differentiated.
AA: The stories are a very attractive tool for the little ones in the house. In addition to written messages, in most of these children's works we also have illustrations, and the power of the text / image duality is incredible. If you always see the mother in the story doing housework, and the boy doing sports, while the girl is sitting quietly playing dolls, the messages that this boy or girl is receiving are many and very clear. To make matters worse, there are books that are directly segregated by sex. by being labeled on their covers as "for girls" or "for boys".
In the girls' books we'll find a pink world of princesses, cakes, butterflies and flowers, and in the boys' books there will be much more action, sports, science, dangerous animals, superheroes… It is difficult for a girl who is being taught to be passive and sweet to eventually become a leading businesswoman. And to a child who could be a teacher, we are saying that this world is not enough for him..
Studies on gender development show that, from a very early age, children begin to classifying activities, professions, and personality traits as "for boys" or "for girls"If children's literature constantly reinforces this division, sexist attitudes are more likely to develop: rejection of peers who do not fit the stereotype, ridicule of boys who take care of dolls or girls who like football, and difficulty accepting the diversity of gender identities and expressions.
Furthermore, classic and recent research has shown that the representation of characters in traditional or non-traditional roles influences the aspirations and behaviors of girls and boysWhen boys are exposed to stories in which women appear as scientists, athletes, or adventurers, positive changes are observed in their attitudes toward those professions and in their perceived self-efficacy. The same occurs when boys see male role models involved in caregiving or domestic tasks: their vision of what they themselves can become is broadened.
That's why, when adults decide that certain books are "for girls" or "for boys," without allowing children to explore freely, we are closing symbolic doorsWe are saying, without words, which dreams are allowed and which are not. Over time, these limitations can translate into real differences in opportunities, in conditioned study choices and in affective relationships marked by inequality.
What does research tell us about gender and children's literature?
Academic research on gender stereotypes in children's literature has grown considerably and offers valuable insights for families and teachers. In short, several key findings can be highlighted. findings:
- Increase in female charactersAnalyses of recent children's works show that there has been an increase in female characters and their prominence in stories, which represents progress compared to times when they had little presence or appeared as secondary figures.
- Evolution of roles, but with nuancesMany contemporary titles feature more active girls with varied interests and diverse professions. However, numerous works still exist in which The reality presented is different depending on the character's sex.maintaining the division between masculine and feminine.
- Persistence of subtle stereotypesAlthough there is more variety, patterns are often reproduced in which girls appear more associated with emotional expression, beauty or care, while boys are linked with action, bravery or rationality.
- Impact on attitudes and behaviorsVarious experimental studies have observed that after reading stories with characters in traditional or non-traditional roles, children They modify their attitudes toward what they consider appropriate for each gender. and their own expectations for the future.
Based on this data, many studies propose using children's literature as socio-educational tool to educate for equality. One of the most interesting ideas is to propose projects and reading guides that encourage questioning stereotypes. For example, projects like “Are We Princesses?” have designed selections of books and activities to reflect in the classroom on what it means to be a princess today, what roles are repeated, and what other female role models could exist.
Emphasis is also placed on the importance of including recommended reading collections in schools, libraries, and homes diverse narrativesStories where girls and boys are shown with different personalities, families of many types, characters that challenge traditional roles, stories that make visible different masculinities and femininities and, in general, a wide range of human experiences.
How to choose and work with stories that break stereotypes
When selecting books for home or for the classroom, families and teachers can rely on some guidelines based on research and experience from co-educational projects:
- Check who stars in the storyIs there a balance between female and male characters? Who makes the important decisions? Who resolves the conflict?
- Observe the roles and professionsAre women represented in jobs of responsibility, science, or leadership? Are men represented in caregiving, emotional expression, or cooperative roles?
- Analyze the ArtworkHow is each gender represented in terms of size, posture, colors, and gestures? Do girls always appear passive and boys always in motion?
- Rate the language usedAre expressions that reinforce stereotypes like "boys don't cry" or "girls are delicate" used? Are inclusive formulas used when talking about groups?
- Search diversity of modelsIt's not just about finding the perfect heroine or the super sensitive guy, but about showing a variety of ways of being, feeling, and relating.
Once the book has been chosen, it is essential how to work with itShared reading is a tremendous opportunity for dialogue:
- Ask open-ended questions: “What do you think of what this character is doing?”, “Do you think girls can do this too?”, “How would you feel in their place?”.
- Compare with reality: "Are there children in your class who look after other children?", "Do you know any girls who play this sport?".
- Furniture alternative endings or changes in the plot: "What if the one who rescued was the princess?", "What if the dad stayed home taking care of her?".
- Relate to other stories: “In this book the protagonist is brave, do you remember another book where the brave one was a girl?”
In this way, literature ceases to be a channel of passive transmission and becomes a resource for developing critical thinkingempathy and egalitarian values. Even a classic tale with very defined roles can be used to work on equality, if it read with a critical eye and it opens up space to question and rewrite.
What can families do in the face of industry and stereotypes?
MH:What is needed for this type of initiative to impact society? And please tell us: what can we mothers and fathers do (apart from not buying in pink or blue) in the face of this industry meddling in the lives of our boys and our girls?
AA: There are many things we can do. Not acquiring products that segregate by sex is the one that can have the greatest impact, but sharing this message among our relatives can also achieve great advances. If it is your girl's birthday and you organize a party, let it be known that you do not want all pink or all "feminine"If you're going to your daughter's friend's birthday party, don't add another superhero to her collection, and try to find something more neutral. And if she's older, of course her tastes should be respected, but above all, there should be variety. If you've never had her before, gave your son a doll, or a car for your daughter, how do you know they won't like it?
In addition to these everyday consumption decisions, families can become change's agents in their immediate surroundings:
- Talk with other family members and friends about the importance of not limiting children's tastes depending on gender when giving toys or books as gifts.
- To propose to the school or the PTA that the required and recommended readingsincorporating titles that break stereotypes and materials to work on equality in the classroom.
- Participate in campaigns and movements such as #iamtheonewhodecides, sharing on social media examples of sexism in catalogs or bookstores and also good practices that promote diversity.
- Offer the little ones diverse models in real life: caring parents, mothers who work both outside and inside the home, friends with varied tastes, references to women and men in non-stereotypical professions.
And of course, I invite mothers and mothers to join #iamtheonewhodecides and share messages, tweets, and posts on all types of social networks denouncing this world of stereotypes that only limits our childhood.
From the schools we also demand more and better teacher training in coeducation and critical analysis of materials, and ideally, the government would get involved with laws that do not allow certain actions, advertisements or television programs where segregation by sexes, and continuous sexism are more than evident.
This concludes the interview with Alba Alonso, a conscientious professional and tireless communicator; I must thank her for her collaboration. Her contributions have been very helpful. tremendously usefulAnd I hope that it helps you to understand a little more how stereotypes affect our sons and daughters.
More Information — realkiddys
As research and educational experiences demonstrate the significant role books play in shaping gender identity, it becomes clear that Every story that enters the home or classroom is an opportunityIt can reinforce limitations or broaden horizons; it can confine children to narrow roles or invite them to imagine themselves in a thousand possible lives. Choosing and reading consciously, supporting campaigns that raise awareness of the problem, and demanding a real commitment to equality from publishers and institutions are concrete steps to ensure that children's literature stops being a vehicle for stereotypes and becomes an engine of freedom.