Stereotypes In Childrens Storybooks - Essay Example

? STEREOTYPES IN CHILDREN’S STORYBOOKS Introduction Stereotypes establish false assumption, which can be either positive or negative. Stereotype is perceived as positive when features linked to the person are valued and respected, and it is seen as negative when these assigned features are not respected. Disabled people have always faced negative assumptions. Disabled people share the experience of discrimination, segregation, and stigma, and in the end, they find themselves denied fundamental freedom and basic human rights to pursue education, to work, engage in societal life, and live anywhere they desire. For a long time, people with disability have been portrayed as people of charity and pity, and that they are ill people in need of treatment by medical professionals. It is vital to redefine these stereotypes and recognize people with disability as normal and full members of the society, with significant contributions to make to their communities and families (Oakes, Haslam & Turner 1994, 24-25). Stereotypes of disability in children literature The idea of the existence of innovative kinds of stereotypes in children’s storybooks has taken a step further steps whereby explicit stereotyping of people with disability functioning at a conscious level and thus comprising of both modern and traditional stereotyping. Stereotypes of disability in children’s literature have been a common phenomenon (Baumeister & Bushman 2010, 24-28). Stereotypes are practices and attitudes that lead to unfair and unequal depictions of disabled people in children’s book. Some writers of children’s book have taken measures to eradicate ethnic and racial stereotypes from children’s literature as well as eliminating the limiting impact of sex role stereotyping. In addition, some have tried hard to eradicate negative images concerning class and age. Stereotyping in children’s book hinders growth and development of children (Oakes, Haslam & Turner 1994, 62-64). It is significant to note that stereotyping and bias based on disability hinders the potential of a child. It has been a practice that children’s book have portrayed people with disability in a negative manner. Some of these stereotypes assert that people with disability are pathetic and pitiable. In this sense, this image is widely written in children’s book, which in turn makes children develop a negative mind about disabled people. In addition, stereotypes of disability in children’s literature or book have portrayed people with disability as objects of aggression or violence. For instance, since handicapped people are not able to defend themselves, they are depicted as good victims or ploys of crime (Stuart 2006, 51). Further, disabled people such as the blind are depicted as evil or sinister. This stereotype is the most rampant stretching from fairy tales to stories of how blind people lost their sight because of sin or sinful behaviors. In turn, it leaves a negative impression that disabled people are sinful and therefore, they should not be associated. Additionally, children’s book create an impression that people with disability should be used as atmosphere by describing them as undeveloped characters. It has been a common phenomenon that children storybooks depict disable people as “super crip” in that for them to be accepted in both society and children’s storybooks, they are placed in situations of being over-achievers (Baumeister & Bushman 2010, 41). Therefore, persons with disability are thought to be bestowed with super powers such as paraplegic detective. Children’s storybooks have depicted persons with disability as laughable. In the same manner, there exist ethnic jokes in children’s books. Children’s books make frequent or regular use of such jokes as gimmick to enhance and facilitate the plot of the book. For instance, a blind person or a visually impaired person becomes the suitable object for many jokes (Judd & Park 1993, 109-111). This shows an insensitive and unreasonable depiction of persons with disabilities in children’s storybooks. Some stereotypes portray persons with disability as burden. Burden means something to eliminate, therefore, depicting persons with disability as burdens in society negates, dehumanizes, and objectifies the contributions and values of persons with disability. In this line, disabled persons are seen as asexual implying that they should not be cared for by anybody since they are seen as a burden. Another common stereotype prevalent in children storybook about people with disability is that disabled people are not able to fully engage or participate in everyday activity. Until recently, the idea that persons with disability can engage or participate and contribute in everyday activity be it as families or functional members, was not pervasive or prevalent. Rather than emphasizing on commonalities in their books, writers concentrate on differences in order to create more interesting and exciting story lines, which increase negative portrayal of persons with disability (McConnell & Hamilton 1994, 45-52). Language and literary styles play a great part in propagating disability stereotypes-just, as they promote race and sex biasness. Handicapped language has a negative influence on developing self-image. It should be noted that choice of words is reflective of societal and personal prejudices and attitudes. Words such as confined are used to describe persons with disability especially those on a wheelchair. Contrary to the portrayal of persons with disabilities as confined, people on wheelchairs are not confined since they have freedom of movement. Further, writers use words such as invalid and crippled in children’s storybooks to describe persons with disability. It is significant to note that such words create negative image that we must start to assess and eradicate (McConnell & Hamilton 1994, 45-52). Stereotypes of disabled persons is present in modern class in that disabled people are always referred to as people with eternal innocence which is linked with intellectual disability. Disabled people are seen as incompetent and unable to compete favorably with others in class. Methodology Methodology used in identifying stereotypes in children’s storybook is by the use of academic research. Ideas for the research topics can be from different sources such as the accomplishments of a person, current issues in education, relationship between events, and an educational policy (Clarke 2009, 56-59). Further, it is significant to conduct Literature review or data collection as this step involves spotting, locating, and collecting data pertaining to the topic of research. The information sources are usually contained in documents such as records, newspapers, relics, photographs, and interviews with people who have experienced or have knowledge of the research subject. Such interviews are called oral histories (Lacity & Marius 2012, 69-71). Firsthand information by event witnesses is classically assumed more accurate and reliable. It is also important to conduct data synthesis and preparing a report. In this case, synthesis is the selecting, structuring, and analyzing the materials gathered into central concepts and topical themes. Thesis themes are then joined to form a meaningful and contiguous whole (Detzner & Adler 2010, 881-884). Advantages and disadvantages of using qualitative and quantitative method Merits of quantitative method It is easy to process significant data in an organized and systematic manner to generate trends extrapolations. In addition, it permits comparison of result in distinct areas of development in various situations (Gordon & Jobber 2011, 862). Further, it is easy to influence information in reproducible and consistent way. Demerits of quantitative methods In quantitative methods, much data is collected which implies that results may be limited as they offer numerical explanations rather than detailed description of results. In addition, research is conducted in unnatural way in order to apply a level of control, which might produce different results from the real world results (Donna 2000, 29). Further, results obtained do not reflect how people think and feel about stereotyping in children storybooks. Advantages of qualitative method Qualitative method offers a deeper comprehension of questions and problems being researched. This is because it is subjective in nature since the researcher has experience through socialization with individuals. In addition, it offers distinct manner of observing at the problem (Calvart 2009, 200-204). Disadvantage of qualitative method Qualitative method is subjective and uncontrolled which implies it is not easy to measure results by reliability or validity test (Phil 2010, 87). Effects of stereotypes on people with disability Whether exhibited blatantly or subtly, stereotypes in children literature has various impacts on both the individual who practice it and the victim of the stereotyping. Subjective evidence suggests that writers who stereotype disabled people undergo emotional and psychological distress (Oakes, Haslam & Turner 1994, 99). For instance, such writers go through frustration, anxiety, shame, and guilt when confronted with criticism about their work. This may be accompanied with helplessness combined with a sense of strong confusion revolving stereotyping issues. Subtle stereotype is linked with signs of depression, hypochondriasis, psychopathic deviations, and hypomania. Disabled people on the other hand are subject to low self-esteem, negative self-image, lowered life satisfaction, feelings of trauma (Hilton & Von 1996, 237-239). Ways to reduce stereotypes in children’s storybooks Changing stereotypes This can be achieved through widespread or repeated instances of examples or encounters, which do not confirm the stereotype, cooperative instead of competitive contact, to encourage viewing out-group persons and accepting the diversity in physical make up. In turn, this will undermine stereotypic generalizations and expectations (Stuart 2006, 36-41). Parenting in early childhood Educational practices and parenting can have a key impact on children’s attitudes, development, and behaviors towards disabled people when they grow up. This can be particularly done through empathy, teaching perspective taking, and techniques on how to resolve conflicts without use of violence (Baumeister & Bushman 2010, 79-84). Challenging stereotypes Writers and other people are encouraged to write positive things about persons with disability in their literature. Further, the government through its institutions should educate the people to dismiss stereotypes and teach them about the rights of all people and disability issues. For instance, an effective manner to alter stereotypes is to incorporate disabled people in senior positions of leadership so that people are able to recognize their potential (Baumeister & Bushman 2010, 90). Summarily, stereotyping in children’s storybook has been a rampant phenomenon in that disabled people have been portrayed as evil, laughable and burden to the family and society. Stereotyping is bad since it affected both the disabled person and the person who perpetuates stereotyping. For instance, stereotyping of disabled persons leads to negative self-image and low self-esteem. Further, due to stereotypes of people with disability, disabled people are being labeled, losing their job, face negative attitudes, and face unequal treatment in services. References Baumeister, R & Bushman, B, 2010, Social Psychology and Human Nature, London: Cengage Learning. Calvert, J, 2009, What is special about basic research? Science, technology and human values, 31 (2), 199-220. Clarke, D, 2009, Advancements in research synthesis methods: From a methodologically Inclusive perspective, Review of educational research, 79 (1), 395-430. Detzner, D & Adler, P.A, 2010, Understanding and evaluating qualitative research. Journal of marriage and family, 57 (4), 879-895. Donna, B, 2009, A program of teaching and consultation in research methods and statistics for graduate students, The American statistician, 34,(1), 26-29. Gordon, L & Jobber, G, 2011, The modified framework for pattern matching and hypothesis development in historical case study research. Strategic journal of management, 21 (2) 865-879. Hilton, J.L & Von, H, 1996, Stereotypes, Annual Review of Psychology 47 (1): 237–271. Judd, C., & Park, B, 1993, Definition and assessment of accuracy in social stereotypes, Psychological Review 100 (1): 109–128. Lacity, M.C & Marius, J, 2012, Understanding qualitative data: A framework of text analysis Methods, Journal of management information systems, 36 (3), 129-155. McConnell, A., & Hamilton, D. L, 1994, Illusory correlation in the perception of groups: an extension of the distinctiveness-based account, Journal of Personality and Social Psychology 67 (3): 414–429. Phil, B, 2010, Qualitative methods in environmental health research, Environmental health perspective, 111 (14), 1789-1799. Oakes, P. J., Haslam, S. A., & Turner, J. C, 1994, Stereotyping and social reality. Oxford: Blackwell. Stuart, E, 2006, Typecasting on the Arts and Sciences of Human Inequality. New York: Seven stories. Read More