William's Doll: Fighting Gender Stereotypes

            What kinds of toys did you play with growing up? If you are a boy, did you play with dolls or toy kitchen sets? If you are a girl, did you play with toy trucks or toy tools? The sad reality is that you were probably taught that blue is for boys, while pink is for girls. You were also (whether intentionally or not) taught many other things about gender roles. Many teachers hold stereotypes that influences the way students are treated in their classrooms and even the types of careers that students will pursue.

            In William’s Doll by Charlotte Zolotow, the gender stereotype that boys should not play with dolls is challenged. The little boy in the story, William, wants a doll, but his parents push him to play with other toys, such as a basketball. Some of the other children in the story even bully him and call him a “sissy.” At the end of the book, his grandmother gives him a doll and reassures him that there is nothing wrong with him for wanting a doll. In fact, she suggests that playing with dolls will build his character and make him a better person in the future.

            I would use children’s literature, like the book described above, to begin a discussion with students in my classroom about the stereotypes that society has about genders and how we can combat them. I would invite students to think about the ways they see gender stereotypes: particularly by inviting students to think about the toys that they play with and asking students if there were any toys they did not play with growing up, and why they may think that is. Furthermore, ask students what can be learned from playing with various types of toys (both dolls and tools).

            In reading this particular book which is appropriate for first graders, students can ask questions about the text such as, “Why were William’s peers giving him such a difficult time about wanting a doll? Was there anything wrong with wanting a doll?” Asking these questions relates to the CCSS.ELA-Literacy.RL.1.1 standard (http://www.corestandards.org/ELA-Literacy/RL/1/).

            The issue of gender equity is an important one because many individuals are affected by the stereotypes that exist. For instance, “males who express an interest in careers atypical for their gender… encounter social pressures” and they also receive lower course grades (http://www.sadker.org/PDF/GenderEquity.pdf). Furthermore, studies have found that children are influenced by the toys they play with in regards to the roles or characteristics they believe they should have (http://nytlive.nytimes.com/womenintheworld/2015/08/12/how-gender-specific-toys-can-negatively-impact-a-childs-development/). All of the stereotypes that exist for boys and girls are learned, and they are not constructive.

            As an educator, it is important for both boys and girls to know and believe that they can be whoever they want to be, or act however they would like to act, regardless of the gender stereotypes that exist. These stereotypes can be challenged and fought by introducing children to literature that addresses these issues and by having challenging conversations with them about the reason for stereotypes and how hurtful and untrue they are.