Von Frauen vorgelesen, von Männern geprägt? Eine Analyse von Geschlechterstereotypen und MINT-Figuren in Sachbilderbüchern

Abstract

The power of stories, whether in oral, written or visual form, is undisputed. They influence the lives of every individual, but especially children, in many ways. Picture books combine text and images uniquely to convey knowledge in a way that children understand. In this way, social values and norms are conveyed to even the youngest children. Even though new media are becoming increasingly important, picture books are still highly relevant. As part of shared reading and viewing activities, which often take place in the company of adults, non-fiction picture books provide children with factual knowledge about the world in which they live. They can also encourage the development of interests, particularly in the STEM fields (science, technology, engineering, and mathematics). At the same time, the world depicted and described in non-fiction picture books can also provide information about whether these topics are linked to stereotypical gender roles. This thesis examines whether and how gender representations in non-fiction picture books for children aged two to four reproduce or challenge stereotypical role models. It analyses which roles and activities are assigned to the genders and what significance is attached to the depictions of STEM characters. It is also analysed whether factors such as authorship and publication date influence the design. A qualitative content analysis was carried out to analyse the textual and visual elements of a specific selection of non-fiction picture books. In addition, expert interviews were used to deepen the results of the analysis. The results show that traditional gender roles continue to prevail. Men are depicted much more frequently, while women mostly appear in supportive or stereotypically ‘female’ roles. However, some progressive portrayals of STEM characters highlight the potential for breaking down these stereotypes. The study emphasises the importance of consciously designing children’s literature to reduce stereotypical gender roles and encourage all children to take an interest in STEM subjects at an early age.

Date of Award	2025
Original language	German (Austria)
Supervisor	Martina Gaisch (Supervisor)