OperaV1, PascalFrancis, Corpus, bibRecord, 000321

The production of meaning through peer interaction : Children and walt disney's Cinderella

Identifieur interne : 000321 ( PascalFrancis/Corpus ); précédent : 000320; suivant : 000322

The production of meaning through peer interaction : Children and walt disney's Cinderella

Auteurs : Lori Baker-Sperry

Source :

Sex roles [ 0360-0025 ] ; 2007.

RBID : Francis:08-0020376

Descripteurs français

Pascal (Inist)
- Relation interpair, Sexe, Rôle sexuel, Littérature enfantine, Enfant, Age scolaire, Agentivité.

English descriptors

KwdEn :
- Agency, Child, Juvenile literature, Peer relation, School age, Sex, Sex role.

Abstract

For many years researchers have understood that gender roles in children's literature have the capacity to create and reinforce "meanings" of femininity and masculinity (Currie, Gend. Soc., 11: 453-477, 1997; Gledhill, Genre and gender: The case of soap opera. In S. Hall (Ed.), Representation (pp. 339-383). London: Sage, 1985; Tatar, Off with their heads!: Fairy tales and the culture of childhood. Princeton, NJ: Princeton University Press, 1993; Zipes, Happily ever after. New York: Routledge, 1997). The purpose of this study was to investigate children's interpretation of a popular gendered fairy tale at the level of peer interaction. Walt Disney's Cinderella was used in elementary school reading groups to investigate the ways that children understand messages regarding gender and the influence of peer culture on the production of meaning. The findings indicate that gender and gendered expectations were essential to the process of interpretation and the construction of meaning for the children. Gender unified the boys and girls into two distinct groups, particularly around the "girls' book," Cinderella. Gender was reinforced along traditional lines in the peer group, serving as a deterrent to the production of alternate interpretations to traditional messages in the text.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A11	`01`	`1`		`@1 BAKER-SPERRY (Lori)`
A14	`01`			`@1 Department of Women's Studies, Western Illinois University, 500 Currens Hall @2 Macomb, IL 61455 @3 USA @Z 1 aut.`
A20				`@1 717-727`
A21				`@1 2007`
A23	`01`			`@0 ENG`
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A64	`01`	`1`		`@0 Sex roles`
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C01	`01`		`ENG`	@0 For many years researchers have understood that gender roles in children's literature have the capacity to create and reinforce "meanings" of femininity and masculinity (Currie, Gend. Soc., 11: 453-477, 1997; Gledhill, Genre and gender: The case of soap opera. In S. Hall (Ed.), Representation (pp. 339-383). London: Sage, 1985; Tatar, Off with their heads!: Fairy tales and the culture of childhood. Princeton, NJ: Princeton University Press, 1993; Zipes, Happily ever after. New York: Routledge, 1997). The purpose of this study was to investigate children's interpretation of a popular gendered fairy tale at the level of peer interaction. Walt Disney's Cinderella was used in elementary school reading groups to investigate the ways that children understand messages regarding gender and the influence of peer culture on the production of meaning. The findings indicate that gender and gendered expectations were essential to the process of interpretation and the construction of meaning for the children. Gender unified the boys and girls into two distinct groups, particularly around the "girls' book," Cinderella. Gender was reinforced along traditional lines in the peer group, serving as a deterrent to the production of alternate interpretations to traditional messages in the text.
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C03	`05`	`X`	`ENG`	`@0 Child @5 18`
C03	`05`	`X`	`SPA`	`@0 Niño @5 18`
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Format Inist (serveur)

NO :	FRANCIS 08-0020376 INIST
ET :	The production of meaning through peer interaction : Children and walt disney's Cinderella
AU :	BAKER-SPERRY (Lori)
AF :	Department of Women's Studies, Western Illinois University, 500 Currens Hall/Macomb, IL 61455/Etats-Unis (1 aut.)
DT :	Publication en série; Niveau analytique
SO :	Sex roles; ISSN 0360-0025; Etats-Unis; Da. 2007; Vol. 56; No. 11-12; Pp. 717-727; Bibl. 1/2 p.
LA :	Anglais
EA :	For many years researchers have understood that gender roles in children's literature have the capacity to create and reinforce "meanings" of femininity and masculinity (Currie, Gend. Soc., 11: 453-477, 1997; Gledhill, Genre and gender: The case of soap opera. In S. Hall (Ed.), Representation (pp. 339-383). London: Sage, 1985; Tatar, Off with their heads!: Fairy tales and the culture of childhood. Princeton, NJ: Princeton University Press, 1993; Zipes, Happily ever after. New York: Routledge, 1997). The purpose of this study was to investigate children's interpretation of a popular gendered fairy tale at the level of peer interaction. Walt Disney's Cinderella was used in elementary school reading groups to investigate the ways that children understand messages regarding gender and the influence of peer culture on the production of meaning. The findings indicate that gender and gendered expectations were essential to the process of interpretation and the construction of meaning for the children. Gender unified the boys and girls into two distinct groups, particularly around the "girls' book," Cinderella. Gender was reinforced along traditional lines in the peer group, serving as a deterrent to the production of alternate interpretations to traditional messages in the text.
CC :	770B10C02
FD :	Relation interpair; Sexe; Rôle sexuel; Littérature enfantine; Enfant; Age scolaire; Agentivité
FG :	Homme; Interaction sociale
ED :	Peer relation; Sex; Sex role; Juvenile literature; Child; School age; Agency
EG :	Human; Social interaction
SD :	Relación interpar; Sexo; Rol sexual; Literatura infantil; Niño; Edad escolar; Agentividad
LO :	INIST-15762.354000161491490020
ID :	08-0020376

Links to Exploration step

Francis:08-0020376

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<front><div type="abstract" xml:lang="en">For many years researchers have understood that gender roles in children's literature have the capacity to create and reinforce "meanings" of femininity and masculinity (Currie, Gend. Soc., 11: 453-477, 1997; Gledhill, Genre and gender: The case of soap opera. In S. Hall (Ed.), Representation (pp. 339-383). London: Sage, 1985; Tatar, Off with their heads!: Fairy tales and the culture of childhood. Princeton, NJ: Princeton University Press, 1993; Zipes, Happily ever after. New York: Routledge, 1997). The purpose of this study was to investigate children's interpretation of a popular gendered fairy tale at the level of peer interaction. Walt Disney's Cinderella was used in elementary school reading groups to investigate the ways that children understand messages regarding gender and the influence of peer culture on the production of meaning. The findings indicate that gender and gendered expectations were essential to the process of interpretation and the construction of meaning for the children. Gender unified the boys and girls into two distinct groups, particularly around the "girls' book," Cinderella. Gender was reinforced along traditional lines in the peer group, serving as a deterrent to the production of alternate interpretations to traditional messages in the text.</div>
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The production of meaning through peer interaction : Children and walt disney's Cinderella

The production of meaning through peer interaction : Children and walt disney's Cinderella

Source :

Descripteurs français

English descriptors

Abstract

Notice en format standard (ISO 2709)

Format Inist (serveur)

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri