Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x. When choosing between Little Miss Princess and Little Miss Brainy, participants overwhelmingly preferred the non-stereotypical option ( n = 44, 83.0%), and a one-sample t-test showed that this was a significant difference, t(51) = 6.85, p< .001. Participants were generally split between their preference for Little Miss Sunshine ( n = 30, 56.6%) and Little Miss Helpful ( n = 22, 41.5%), with no significant differences between book choice, t(51) = 1.11, p = .27. Motivations for Book Selection Hollis-Sawyer, L., & Cuevas, L. (2013). Mirror, mirror on the wall: Ageist and sexist double jeopardy portrayals in children’s picture books. Educational Gerontology, 39(12), 902–914. https://doi.org/10.1080/03601277.2013.767650.

Little Miss Books Series by Roger Hargreaves - Goodreads Little Miss Books Series by Roger Hargreaves - Goodreads

Mulvey, K. L., & Killen, M. (2015). Challenging gender stereotypes: Resistance and exclusion. Child Development, 86(3), 681–694. https://doi.org/10.1111/cdev.12317. Davidson, L. R. (1981). Pressures and pretense: Living with gender stereotypes. Sex Roles, 7(3), 331–347. https://doi.org/10.1007/bf00287547. She is the first Little Miss to have another Little Miss in her book, if you don't count the ones that are mentioned and TV appearances. Mr. Clever was having a bad day, he couldn't tell Mr. Sneeze the cure for a cold, Mr. Small how to get bigger, Mr. Jelly the secret to being brave, or Mr. Topsy-Turvy how to speak the right way round. Mr. Clever didn't feel clever anymore, so he decided to go home, two worms see him, but one said he was going the wrong way.But Mr. Clever is also very smug. He believes that no one can get the better of him, because of his superior intelligence. But of course, many do. Mr. Happy asks Mr. Clever to tell him the funniest joke, but Mr. Clever didn't know any jokes, Mr. Greedy asked for the recipe to the yummiest dish, but Mr. Clever didn't know any recipes, nor he could cook (as a machine of his cooks for him in Cleverland), Mr. Forgetful wanted to know his name, but Mr. Clever didn't know yet because they just met. 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. https://doi.org/10.1177/0891243211398358.

5 Minute Bed Time Story | LITTLE MISS BRAINY Read Aloud by

Haines, E. L., Deaux, K., & Lofaro, N. (2016). The times they are a-changing… or are they not? A comparison of gender stereotypes, 1983–2014. Psychology of Women Quarterly, 40(3), 353–363. https://doi.org/10.1177/03616843166340.Richert, R. A., & Schlesinger, M. A. (2022). Relations between fantasy and transfer of learning from storybooks. Journal of Experimental Child Psychology, 222, 105474. https://doi.org/10.1016/j.jecp.2022.105474 Pinel, E. C. (2018). Existential isolation and I-sharing: Interpersonal and intergroup implications. Current Opinion in Psychology, 23, 84–87. https://doi.org/10.1016/j.copsyc.2018.01.002

Little Miss Brainy: The Brilliantly Funny Classic Children’s

By 1976, Hargreaves had quit his day job. In 1981, the Little Miss series of books began to appear. It, too, was made into a television series in 1983, which was narrated by John Alderton, who, with Pauline Collins, voiced the Men and Misses, respectively. Although Hargreaves wrote many other children's stories, including the Timbuctoo series of twenty-five books, John Mouse, and the Roundy and Squary books, he is best known for his 46 Mr. Men books and 33 Little Miss books.Like that... One sentence from Little Miss Brainy just might be enough to make you feel that you are really, really clever.

Little Miss Brainy | Mr. Men Wiki | Fandom Learn to Count with Little Miss Brainy | Mr. Men Wiki | Fandom

Freeman, L. (2019). The timeless Mr Men books capture modern stereotypes perfectly. The Telegraph. https://www.telegraph.co.uk/news/2019/02/27/timeless-mr-men-books-capture-modern-stereotypes-perfectly/ Moral: Being late for work constantly as well as taking too long to do a job will likely get you fired. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676. https://doi.org/10.1037/0033-295x.106.4.676. Study 1 used a content analysis approach to investigate the contents of the Mr. Men/Little Miss books. Content analyses have been used consistently to assess gender stereotyping in books (e.g., Diekman and Murnen, 2004) and is a useful method to establish patterns across qualitative or mixed-modality datasets. This approach is also broadly aligned with other relevant research that investigates the gendered content of children’s books (e.g., Crabb & Bielawksi, 1994; Tetenbaum and Pearson, 1989) and the presence of gender stereotypes in other forms of media (e.g., advertisements; Sandhu, 2019; graphic t-shirts; Lapierre et al., 2022). The aim of content analysis is to establish and interpret meaning from textual or visual content. Directed content analysis was chosen for this study, given its utility with large qualitative datasets (Hsieh & Shannon, 2005). Directed content analysis also allows researchers to be attentive to inductive codes, while staying grounded in the literature (Assarroudi et al., 2018) and is, therefore, suitably flexible. Coding ProcedureMuntoni, F., & Retelsdorf, J. (2019). At their children’s expense: How parents’ gender stereotypes affect their children’s reading outcomes. Learning and Instruction, 60, 95–103. We then tested whether the book groups differed by the gender of the peripheral characters. Across the books, peripheral characters were significantly more likely to be male ( n = 239), with fewer female peripheral characters ( n = 44), F(1, 80) = 124.539, p< .001, η p 2 = 0.6. To test the prevalence of peripheral characters within books by gender of titular character, a mixed 2 (gender of main character: Little Miss versus Mr. Men) x 2 (gender of peripheral character: female versus male) ANOVA was conducted. This interaction revealed that there were significantly more male peripheral characters in Little Miss books ( M = 3.65, SD = 1.70) compared to Mr. Men books ( M = 2.45, SD = 1.59), F(1,79) = 9.86, p = .002, η p 2 = 0.11. There were no differences in the number of female peripheral characters in Little Miss books ( M = 0.59, SD = 0.92) compared with Mr. Men books ( M = 0.51, SD = 0.78), p = .68. Prevalence of Gender Stereotypes Broverman, I. K., Vogel, S. R., Broverman, D. M., Clarkson, F. E., & Rosenkrantz, P. S. (1972). Sex-role stereotypes: A current appraisal 1. Journal of Social Issues, 28(2), 59–57. https://doi.org/10.1111/j.1540-4560.1972.tb00018.x. Crabb, P. B., & Bielawski, D. (1994). The social representation of material culture and gender in children’s books. Sex Roles, 30(1), 69–79. https://doi.org/10.1007/bf01420740. Engel, R. E. (1981). Is unequal treatment of females diminishing in children’s picture books? The Reading Teacher, 34(6), 647–652. https://www.jstor.org/stable/20195308.