Abstract:
Children’s literature affects a child’s socialization process, including the shaping of
their gender roles. Despite this fact, educators still provide children with books that
propagate gender stereotyping. Previous studies have demonstrated that exposure of
children to gender stereotypic books will influence them to conform to gender
stereotyped roles and behaviors that could even transcend to their adulthood. Hence, it
is due to this fact that the study explored how gender atypical Kiswahili children’s
stories could be used to address gender stereotyping among learners. The study
explores how learners construct gender roles, gender plays and gender traits when
exposed to gender atypical Kiswahili children’s stories. Bandura’s (1977) social
learning theory formed the theoretical and conceptual framework on which the study
was underpinned. The study adopted participatory visual methodologies design. Data
was generated using drawings with standard three pupils from a purposively selected
school. The findings of this study revealed that when learners were exposed to
gender-atypical Kiswahili children’s stories, more girls compared to boys changed
from constructing gender stereotyped roles and traits to gender-atypical roles and
traits. However, most boys and girls conformed to gender stereotyped plays even after
being exposed to gender-atypical Kiswahili children’s stories. The findings also
revealed that even though some participants conformed to gender stereotyped roles,
play and traits, there was change in their perspectives to adopt gender-atypical roles,
plays and traits. This study therefore suggests that exposure of children to gender-
atypical Kiswahili children’s stories could address gender stereotyping during their
early stages of socialization. The study recommends that the curriculum should
incorporate the use of gender atypical Kiswahili children’s stories so as to enable
children construct the gender roles, plays and traits in a neutral and non-sexist
manner. The study also recommends the infusion of gender education in teachers
training education to equip in-service teachers with skills on gender treatment during
reading lessons. Lastly the study recommends that the education policy should be
restructured to formulate more intervention strategies to eradicate gender stereotypes
and promote gender equality. This will enable children to unravel their potential
without fear of discrimination based on their Gender identities.
