Sex Stereotypes in Language Intervention Materials for Children

Abstract

The two major purposes of the current study were: (1) to develop a procedure for use in analyzing the extent to which sex-stereotyping is present in language intervention materials, and (2) to utilize this analytic procedure to measure the amount of sex-stereotyping in ten sets of materials frequently employed in the management of language disordered children. Twenty judges rated 243 common activities and situations on a seven-point masculinity-femininity scale. The mean ratings of the judges were then utilized in analyzing the language intervention materials. Evidence of sex-stereotyping was found, including underrepresentation of females and depiction of both males and females in roles reflecting traditional sex-stereotyping. Some sets of materials displayed more sex-stereotyping than others. Ways in which speech-language pathologists might reduce the influence of sex-stereotyping in materials are discussed.

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