Date Approved

Summer 1993

Graduate Degree Type


Degree Name

Education (M.Ed.)

Degree Program

College of Education


This study examined the extent to which preservice teachers were aware of gender related issues in their selection and use of children's literature. The review of research provided background information on the subject of gender equity in children's literature and explored the effects of stereotyped attitudes on students' academic performance, self-esteem, and career choices. The application project used three instruments of study: a gender attitude survey, an analysis of preservice teachers' rationales for literature selection, and an examination of preservice teachers' instructional designs. The results of this study indicated that preservice teachers may benefit from additional exposure to gender issues as part of their pedagogical training.


Questions or concerns regarding the copyright status of this item may be directed to