Conference Paper
BibTex RIS Cite

Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği

Year 2017, Volume: 14 Issue: 1, 389 - 408, 02.04.2017

Erkan Çer

Abstract

Bu çalışma, "Balina ile Mandalina"
yapıtında yer alan toplumsal cinsiyetsiz karakterlerin hangi roller içinde
betimlendiğini ortaya çıkarmayı amaçlamaktadır. Böylelikle, bu kitapta yer alan
karakterlerin duygu, düşünce ve davranışlarının tektipleştirilmiş/basmakalıp
cinsiyetçi bir anlayış içinde yansıtılıp yansıtılmadığı belirlenecektir. Bu amaç
doğrultusunda, bu araştırmada, nitel bir araştırma deseni kullanılarak
toplumsal cinsiyetsiz karakterlerin sunuluş biçimi incelenmiştir. Doküman
incelemesi yöntemi kullanılan bu çalışmanın veri kaynağını, Fazıl Hüznü
Dağlarca'nın "Balina ile Mandalina" adlı yapıtı oluşturmaktadır.
Araştırmaya konu olan verilere ise, içerik çözümlemesi türlerinden sıklık
çözümlemesi tekniği uygulanmıştır. Bu bakımdan veriler, bilgisayar ortamına
aktarılmış ve QDA Miner 4 programı aracılığıyla yapıtta yer alan toplumsal cinsiyetsiz
karakterlerin hangi roller içinde oldukları ortaya çıkarılmıştır. Bu çalışma
sonucunda ise, balina karakterinin en fazla 15 (%19.65) oranında
"duygusal", 11 (%14.41) oranında "araştıran ve sorgulayan",
10 (%13.1) oranında "mutlu"; mandalina karakterinin ise, en fazla 14
(%19.6) oranında "duygusal", 10 (% 14) oranında "araştıran ve
sorgulayan", 8 (%11.2) oranında "düşsel", 8 (%11.2) oranında
"mutlu" olarak yansıtıldığı görülmüştür. Bu durum, yapıtta yer alan
toplumsal cinsiyetsiz karakterlerin kadın ve erkek rollerine ilişkin olarak
herhangi bir tektipleştirilmiş/basmakalıp cinsiyetçi anlayışı yansıtmadığını
ortaya koymaktadır.

Keywords

çocuk edebiyatı toplumsal cinsiyet toplumsal cinsiyetsiz karakterler Balina ile Mandalina

References

  • Ahrens, K. (2011). Pictures books: Where literature appreciation begins. In B. Kümmerling-Meibauer (Ed.), Emergent literacy: Children's books from 0 to 3. (pp. 77-91). Amsterdam: John Benjamins Publishing.
  • Allen, A. M., & Allen, D. N., Sigler, G. (1993). Changes in sex-role stereotyping in caldecott medal award picture books 1938—1988. Journal of Research in Childhood Education, 7(2), 67–73.
  • Anderson, D. A., & Hamilton, M. (2005). Gender role stereotyping of parents in children’s picture books: The invisible father. Sex Roles, 52(3-4), 145–151.
  • Anderson, N. A. (2013). Elementary children's literature, infancy through age 13. New York: Pearson Education.
  • Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354–364.
  • Bem, S. L. (1983). Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender-schematic society. Signs, 8(4), 598–616.
  • Clark, B. L., & Higonnet, M. R. (1999). Girls, boys, books, toys: Gender in children's literature and culture. London: The Johns Hopkins University.
  • Clark, R., Guilmain, J., Saucier, P. K., & Tavarez, J. (2003). Two steps forward, one step back: The presence of female characters and gender stereotyping in award-winning picture books between the 1930s and the 1960s. Sex Roles, 49(9-10), 439–449.
  • 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), 278–285.
  • Crabb, P. B., & Bielawski, D. (1994). The social representation of material culture and gender in children’s books. Sex Roles, 30(1-2), 69–79.
  • 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(3), 196–212.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş. Ankara: PegemA Yayıncılık.
  • Çer, E. (2015). One step forward and two steps back: A study of the image of woman in the 100 Basic Works of literature in Turkey. Universal Journal of Educational Research, 3(12), 1008-1014.
  • Çer, E. (2016a). Çocuk Edebiyatı: 0-6 Yaş Çocuk Kitaplarında Çocuk Gerçekliği ve Çocuğa Görelik. Ankara: Eğiten Kitap.
  • Çer, E. (2016b). Preparing for books children from birth to six: The approach of appropriateness for the child. Journal of Education and Practice, 7(6), 78-99.
  • Çılgın, A. S. (2007). Çocuk edebiyatı. İstanbul: Morpa Kültür Yayınları.
  • Dağlarca, F. H. (2007). Balina ile Mandalina. İstanbul: YKY.
  • Dilidüzgün, S. (2004). Çağdaş çocuk yazını. İstanbul: Morpa Yayınları.
  • Dougherty, W. H., & Engel, R. E. (1987). An 80s look for sex equality in caldecott winners and honor books. The Reading Teacher, 40(4), 394–398.
  • Evans, L., & Davies, K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading textbooks. Sex Roles, 42(3-4), 255–270.
  • Fitzpatrick, M. J., & McPherson, B. J. (2009). Coloring within the lines: Gender stereotypes in contemporary coloring books. Sex Roles, 62(1-2), 127–137.
  • Flick, U. (2009). An introduction to qualitative research. London: SAGE.
  • Giddens, A. (1991). Modernity and self-identity self and society in the late modern age. Stanford: Stanford University.
  • Giorgis, C., Johnson, N. J., Colbert, C., Conner, A., King, J., Kulesza, D., & Kulesza, D. (2000). Children's books: Characters. The Reading Teacher, 53(6), 518-527.
  • Gooden, A. M., & Gooden, M. A. (2001). Gender representation in notable children’s picture books: 1995–1999. Sex Roles, 45(1-2), 89–101.
  • Güleç, H. ve Geçgel, H. Ç. (2006). Çocuk edebiyatı. Ankara: Kök Yayıncılık.
  • Güleryüz, H. (2013). Yaratıcı çocuk edebiyatı. Ankara: Edge Akademi.
  • Hamilton, M. C., Anderson, D., Broaddus, M., & Young, K. (2006). Gender stereotyping and under-representation of female characters in 200 popular children’s picture books: A twenty-first century update. Sex Roles, 55(11-12), 757–765.
  • Hearne, B., & Stevenson D. (2000). Choosing books for children: A commensense guide. USA: University of Illinois Press.
  • Henneberg, S. (2010). Moms do badly, but grandmas do worse: The nexus of sexism and ageism in children’s classics. Journal of Aging Studies, 24(2), 125–134.
  • Kağıtçıbaşı, Ç. (2012). Benlik, aile ve insan gelişimi: Kültürel psikoloji. İstanbul: Koç Üniversitesi Yayınları.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları.
  • Kok, J. L., & Findlay, B. (2006). An exploration of sex-role stereotyping in Australian award-winning children’s picture books. The Australian Library Journal, 55(3), 248–261.
  • Kolbe, R., & Voie, J. C. L. (1981). Sex-role stereotyping in preschool children’s picture books. Social Psychology Quarterly, 44(4), 369–374.
  • Kortenhaus, C. M., & Demarest, J. (1993). Gender role stereotyping in children’s literature: An update. Sex Roles, 28(3-4), 219–232.
  • Kuhn, D., Nash, S. C., & Brucken, L. (1978). Sex role concepts of two- and three-year-olds. Child Development, 49(2), 445–451.
  • Lotz, A. D. (2006). Redesigning women: Television after the network era. Urbana: University of Illinois.
  • Lukens, R. J., Smith, J. J., & Coffel, C. M. (2013). A critical handbok of children's lirerature. New York: Pearson Education.
  • Macionis, J. J. (2015). Sociology. Pearson Higher Ed.
  • McCabe, J., Fairchild, E., Grauerholz, L., Pescosolido, B. A., & Tope, D. (2011). Gender in twentieth-century children’s books patterns of disparity in titles and central characters. Gender & Society, 25(2), 197–226.
  • McDonald, S. M. (1989). Sex bias in the representation of male and female characters in children’s picture books. The Journal of Genetic Psychology, 150(4), 389–401.
  • Mills, S. J., Pankake, A., & Schall, J. (2010). Children’s books as a source of influence on gender role development: Analysis of female characters using jung’s four archetypes. Journal of Women in Educational Leadership, 8(2), 99–117.
  • Narahara, M. M. (1998). Gender stereotypes in children’s picture boks, Retrieved February 16, 2016 from http://eric.ed.gov/?id=ED419248
  • Nas, R. (2004). Örneklerle çocuk edebiyatı. Bursa: Ezgi Kitapevi Yayınları.
  • Nikolajeva, M. (2005). Aesthetic approaches to children's literature: An introduction. Oxford: The Scarecrow.
  • Nilsen, A. P. (1978). Five factors contributing to the unequal treatment of females in children’s picture books. Top of the News, 34(2), 255–259.
  • Oktay, A. (1994). Çocuklara kitap seçerken nelere dikkat edilmelidir? M. R. Şirin (Yay. Haz.), 99 soruda çocuk edebiyatı içinde. İstanbul: Çocuk Vakfı Yayınları.
  • Oskamp, S., Kaufman, K., & Wolterbeek, L. A. (1996). Gender role portrayals in preschool picture books. Journal of Social Behavior & Personality, 11(5), 27–39.
  • O'Sullivan, S. (2004). Books to live by: Using children's literature for characters education. The Reading Teacher, 57(7), 640-645.
  • Paynter, K. (2011). Gender stereotypes and representation of female characters in children’s picture books. (Doctoral dissertation, Liberty University, Virginia).
  • Poarch, R., & Monk-Turner, E. (2001). Gender roles in children’s literature: A review of non-award-winning “easy-to-read” books. Journal of Research in Childhood Education, 16(1), 70–76.
  • Russell, D. L. (2009). Literature for children: A short introduction. New York: Pearson Education.
  • Sarland, C. (2005). Critical tradition and ideological positioning. In Peter Hunt (Ed.), Understanding children's literature (pp. 30-50). New York: Routledge.
  • Sawyer, W. E. (2012). Growing up with literature. Abbany: Wadsworth.
  • Scott, K. P. (1986). Effects of sex-fair reading materials on pupils’ attitudes, comprehension, and interest. American Educational Research Journal, 23(1), 105–116.
  • Sever, S. (2008). Çocuk ve edebiyat. İzmir: Tudem.
  • Sever, S. (2013). Çocuk edebiyatı ve okuma kültürü. İzmir: Tudem Yayınları.
  • Shelby, A. W. (2004). Interpreting literature with children. London: Lawrence Erlbaum Associates.
  • Sheldon, J. P. (2004). Gender stereotypes in educational software for young children. Sex Roles, 51(7/8), 433-444.
  • Şirin, M. R. (2007). Çocuk edebiyatı kültürü: Okuma alışkanlığı ve medya sarmalı. Ankara: Kök Yayıncılık.
  • Tavşancıl, E. ve Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Tepper, C. A., & Cassidy, K. W. (1999). Gender differences in emotional language in children’s picture books. Sex Roles, 40(3-4), 265–280.
  • Turner-Bowker, D. M. (1996). Gender stereotyped descriptors in children’s picture books: Does “curious Jane” exist in the literature? Sex Roles, 35(7-8), 461–488.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanımı. Mübeccel Gönen (Ed.), Çocuk edebiyatı içinde (s. 33-56). Ankara: Eğiten Kitap.
  • Weitzman, L. J., Eifler, D., Hokada, E., & Ross, C. (1972). Sex-role socialization in picture books for preschool children. American Journal of Sociology, 77(6), 1125–1150.
  • Williams, J. Allen Jr., Vernon, J., Williams, M. C., & Malecha, K. (1987). Sex role socialization in picture books: An update. Social Science Quarterly, 68(1), 148-156. Retrieved February 15, 2016 from http://digitalcommons.unl.edu/sociologyfacpub/8
  • Worland, J. (2008). Girls will be girls… and so on: Treatment of gender in preschool books from 1960 through 1990. Children and Libraries, 6(1), 42–46.
  • Yalçın, A. ve Aytaş, G. (2005). Çocuk edebiyatı. Ankara: Akçağ Yayınları.
  • Yıldırım, A. ve Şimşek, H. (2011). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Gender-Neutral Characters in Children's Literature: A Survey Sample

Year 2017, Volume: 14 Issue: 1, 389 - 408, 02.04.2017

Erkan Çer

Abstract

This study aims to reveal in what roles
the gender-neutral characters in the work “The Whale and the Tangerine” were
defined. Thus, whether the emotions, ideas and behaviors of these characters in
the book were stereotyped and reflected in a sexist approach or not will be
determined. Accordingly, a qualitative research design was used and the way the
gender-neutral characters were presented was examined. Fazıl Hüsnü Dağlarca’s
work provides the data source of this study in which document analysis method
was used. The data collected were analyzed through the frequency analysis which
is a type of content analysis. Therefore, the data were transferred into
computer and what roles the gender-neutral characters in the work had was found
via QDA Miner 4 program. As a result of this study, the character “whale” was found
to be emotional by a 15 (19,65%) ratio, researching and questioning by a 11
(14,41%) ratio, happy by a 10 (13,1%) at most; and the character “tangerine”
was found to be emotional by a 14 (19,6%) ratio, researching and questioning by
a 10 (14%) ratio, imaginative by an 8 (11,2%) ratio and happy by an 8 (11,2%)
ratio at most. This situation meant that the gender-neutral characters in the
book reflected no stereotyped sexist conception of male and female roles. 

Keywords

children’s literature gender gender-neutral characters The Whale and the Tangerine

References

  • Ahrens, K. (2011). Pictures books: Where literature appreciation begins. In B. Kümmerling-Meibauer (Ed.), Emergent literacy: Children's books from 0 to 3. (pp. 77-91). Amsterdam: John Benjamins Publishing.
  • Allen, A. M., & Allen, D. N., Sigler, G. (1993). Changes in sex-role stereotyping in caldecott medal award picture books 1938—1988. Journal of Research in Childhood Education, 7(2), 67–73.
  • Anderson, D. A., & Hamilton, M. (2005). Gender role stereotyping of parents in children’s picture books: The invisible father. Sex Roles, 52(3-4), 145–151.
  • Anderson, N. A. (2013). Elementary children's literature, infancy through age 13. New York: Pearson Education.
  • Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354–364.
  • Bem, S. L. (1983). Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender-schematic society. Signs, 8(4), 598–616.
  • Clark, B. L., & Higonnet, M. R. (1999). Girls, boys, books, toys: Gender in children's literature and culture. London: The Johns Hopkins University.
  • Clark, R., Guilmain, J., Saucier, P. K., & Tavarez, J. (2003). Two steps forward, one step back: The presence of female characters and gender stereotyping in award-winning picture books between the 1930s and the 1960s. Sex Roles, 49(9-10), 439–449.
  • 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), 278–285.
  • Crabb, P. B., & Bielawski, D. (1994). The social representation of material culture and gender in children’s books. Sex Roles, 30(1-2), 69–79.
  • 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(3), 196–212.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş. Ankara: PegemA Yayıncılık.
  • Çer, E. (2015). One step forward and two steps back: A study of the image of woman in the 100 Basic Works of literature in Turkey. Universal Journal of Educational Research, 3(12), 1008-1014.
  • Çer, E. (2016a). Çocuk Edebiyatı: 0-6 Yaş Çocuk Kitaplarında Çocuk Gerçekliği ve Çocuğa Görelik. Ankara: Eğiten Kitap.
  • Çer, E. (2016b). Preparing for books children from birth to six: The approach of appropriateness for the child. Journal of Education and Practice, 7(6), 78-99.
  • Çılgın, A. S. (2007). Çocuk edebiyatı. İstanbul: Morpa Kültür Yayınları.
  • Dağlarca, F. H. (2007). Balina ile Mandalina. İstanbul: YKY.
  • Dilidüzgün, S. (2004). Çağdaş çocuk yazını. İstanbul: Morpa Yayınları.
  • Dougherty, W. H., & Engel, R. E. (1987). An 80s look for sex equality in caldecott winners and honor books. The Reading Teacher, 40(4), 394–398.
  • Evans, L., & Davies, K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading textbooks. Sex Roles, 42(3-4), 255–270.
  • Fitzpatrick, M. J., & McPherson, B. J. (2009). Coloring within the lines: Gender stereotypes in contemporary coloring books. Sex Roles, 62(1-2), 127–137.
  • Flick, U. (2009). An introduction to qualitative research. London: SAGE.
  • Giddens, A. (1991). Modernity and self-identity self and society in the late modern age. Stanford: Stanford University.
  • Giorgis, C., Johnson, N. J., Colbert, C., Conner, A., King, J., Kulesza, D., & Kulesza, D. (2000). Children's books: Characters. The Reading Teacher, 53(6), 518-527.
  • Gooden, A. M., & Gooden, M. A. (2001). Gender representation in notable children’s picture books: 1995–1999. Sex Roles, 45(1-2), 89–101.
  • Güleç, H. ve Geçgel, H. Ç. (2006). Çocuk edebiyatı. Ankara: Kök Yayıncılık.
  • Güleryüz, H. (2013). Yaratıcı çocuk edebiyatı. Ankara: Edge Akademi.
  • Hamilton, M. C., Anderson, D., Broaddus, M., & Young, K. (2006). Gender stereotyping and under-representation of female characters in 200 popular children’s picture books: A twenty-first century update. Sex Roles, 55(11-12), 757–765.
  • Hearne, B., & Stevenson D. (2000). Choosing books for children: A commensense guide. USA: University of Illinois Press.
  • Henneberg, S. (2010). Moms do badly, but grandmas do worse: The nexus of sexism and ageism in children’s classics. Journal of Aging Studies, 24(2), 125–134.
  • Kağıtçıbaşı, Ç. (2012). Benlik, aile ve insan gelişimi: Kültürel psikoloji. İstanbul: Koç Üniversitesi Yayınları.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları.
  • Kok, J. L., & Findlay, B. (2006). An exploration of sex-role stereotyping in Australian award-winning children’s picture books. The Australian Library Journal, 55(3), 248–261.
  • Kolbe, R., & Voie, J. C. L. (1981). Sex-role stereotyping in preschool children’s picture books. Social Psychology Quarterly, 44(4), 369–374.
  • Kortenhaus, C. M., & Demarest, J. (1993). Gender role stereotyping in children’s literature: An update. Sex Roles, 28(3-4), 219–232.
  • Kuhn, D., Nash, S. C., & Brucken, L. (1978). Sex role concepts of two- and three-year-olds. Child Development, 49(2), 445–451.
  • Lotz, A. D. (2006). Redesigning women: Television after the network era. Urbana: University of Illinois.
  • Lukens, R. J., Smith, J. J., & Coffel, C. M. (2013). A critical handbok of children's lirerature. New York: Pearson Education.
  • Macionis, J. J. (2015). Sociology. Pearson Higher Ed.
  • McCabe, J., Fairchild, E., Grauerholz, L., Pescosolido, B. A., & Tope, D. (2011). Gender in twentieth-century children’s books patterns of disparity in titles and central characters. Gender & Society, 25(2), 197–226.
  • McDonald, S. M. (1989). Sex bias in the representation of male and female characters in children’s picture books. The Journal of Genetic Psychology, 150(4), 389–401.
  • Mills, S. J., Pankake, A., & Schall, J. (2010). Children’s books as a source of influence on gender role development: Analysis of female characters using jung’s four archetypes. Journal of Women in Educational Leadership, 8(2), 99–117.
  • Narahara, M. M. (1998). Gender stereotypes in children’s picture boks, Retrieved February 16, 2016 from http://eric.ed.gov/?id=ED419248
  • Nas, R. (2004). Örneklerle çocuk edebiyatı. Bursa: Ezgi Kitapevi Yayınları.
  • Nikolajeva, M. (2005). Aesthetic approaches to children's literature: An introduction. Oxford: The Scarecrow.
  • Nilsen, A. P. (1978). Five factors contributing to the unequal treatment of females in children’s picture books. Top of the News, 34(2), 255–259.
  • Oktay, A. (1994). Çocuklara kitap seçerken nelere dikkat edilmelidir? M. R. Şirin (Yay. Haz.), 99 soruda çocuk edebiyatı içinde. İstanbul: Çocuk Vakfı Yayınları.
  • Oskamp, S., Kaufman, K., & Wolterbeek, L. A. (1996). Gender role portrayals in preschool picture books. Journal of Social Behavior & Personality, 11(5), 27–39.
  • O'Sullivan, S. (2004). Books to live by: Using children's literature for characters education. The Reading Teacher, 57(7), 640-645.
  • Paynter, K. (2011). Gender stereotypes and representation of female characters in children’s picture books. (Doctoral dissertation, Liberty University, Virginia).
  • Poarch, R., & Monk-Turner, E. (2001). Gender roles in children’s literature: A review of non-award-winning “easy-to-read” books. Journal of Research in Childhood Education, 16(1), 70–76.
  • Russell, D. L. (2009). Literature for children: A short introduction. New York: Pearson Education.
  • Sarland, C. (2005). Critical tradition and ideological positioning. In Peter Hunt (Ed.), Understanding children's literature (pp. 30-50). New York: Routledge.
  • Sawyer, W. E. (2012). Growing up with literature. Abbany: Wadsworth.
  • Scott, K. P. (1986). Effects of sex-fair reading materials on pupils’ attitudes, comprehension, and interest. American Educational Research Journal, 23(1), 105–116.
  • Sever, S. (2008). Çocuk ve edebiyat. İzmir: Tudem.
  • Sever, S. (2013). Çocuk edebiyatı ve okuma kültürü. İzmir: Tudem Yayınları.
  • Shelby, A. W. (2004). Interpreting literature with children. London: Lawrence Erlbaum Associates.
  • Sheldon, J. P. (2004). Gender stereotypes in educational software for young children. Sex Roles, 51(7/8), 433-444.
  • Şirin, M. R. (2007). Çocuk edebiyatı kültürü: Okuma alışkanlığı ve medya sarmalı. Ankara: Kök Yayıncılık.
  • Tavşancıl, E. ve Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Tepper, C. A., & Cassidy, K. W. (1999). Gender differences in emotional language in children’s picture books. Sex Roles, 40(3-4), 265–280.
  • Turner-Bowker, D. M. (1996). Gender stereotyped descriptors in children’s picture books: Does “curious Jane” exist in the literature? Sex Roles, 35(7-8), 461–488.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanımı. Mübeccel Gönen (Ed.), Çocuk edebiyatı içinde (s. 33-56). Ankara: Eğiten Kitap.
  • Weitzman, L. J., Eifler, D., Hokada, E., & Ross, C. (1972). Sex-role socialization in picture books for preschool children. American Journal of Sociology, 77(6), 1125–1150.
  • Williams, J. Allen Jr., Vernon, J., Williams, M. C., & Malecha, K. (1987). Sex role socialization in picture books: An update. Social Science Quarterly, 68(1), 148-156. Retrieved February 15, 2016 from http://digitalcommons.unl.edu/sociologyfacpub/8
  • Worland, J. (2008). Girls will be girls… and so on: Treatment of gender in preschool books from 1960 through 1990. Children and Libraries, 6(1), 42–46.
  • Yalçın, A. ve Aytaş, G. (2005). Çocuk edebiyatı. Ankara: Akçağ Yayınları.
  • Yıldırım, A. ve Şimşek, H. (2011). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
There are 69 citations in total.

Details

Journal Section Proceedings
Authors

Erkan Çer

Publication Date April 2, 2017
Published in Issue Year 2017 Volume: 14 Issue: 1

Cite

APA Çer, E. (2017). Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği. HAYEF Journal of Education, 14(1), 389-408.
AMA Çer E. Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği. HAYEF Journal of Education. April 2017;14(1):389-408.
Chicago Çer, Erkan. “Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği”. HAYEF Journal of Education 14, no. 1 (April 2017): 389-408.
EndNote Çer E (April 1, 2017) Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği. HAYEF Journal of Education 14 1 389–408.
IEEE E. Çer, “Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği”, HAYEF Journal of Education, vol. 14, no. 1, pp. 389–408, 2017.
ISNAD Çer, Erkan. “Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği”. HAYEF Journal of Education 14/1 (April 2017), 389-408.
JAMA Çer E. Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği. HAYEF Journal of Education. 2017;14:389–408.
MLA Çer, Erkan. “Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği”. HAYEF Journal of Education, vol. 14, no. 1, 2017, pp. 389-08.
Vancouver Çer E. Çocuk Edebiyatında Toplumsal Cinsiyetsiz Karakterler: Bir Araştırma Örneği. HAYEF Journal of Education. 2017;14(1):389-408.
 Download Cover Image