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| Title | How to Write a Sexist Textbook |
| Creator |
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| Language | eng |
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| Donor | Randal, Marjorie |
| Rights | In Copyright |
| Title | File 001 |
| Transcript | HCW TO WRITE A SEXIST TEXTBOOK Marjorie Randal These values appear in fullest form in readers, but they also underlie other more specialized writing for children. s I. Representation: at least 73$ of all persons pictured, naraedj or described should be male j 90% male representation is not too much. II. Activity/Passivity: males should carry on roost activity depicted or described. It i preferable for females to be shown as dependent and inactive,, A. Central characters should be rale. B. Pictures of males should be larger, r.-ales should be in foregrounds and watched by females. Brothers should be older and larger than sisters. Males should give attention to females rarely. (Negative or critical attention and statements excluding females from male company or act ivities a: C. re allowed,) Females shall be slzivn requiring various kinds of help from males, beii frightened by male activities, showing submission and desire to earn male approval or help. Females should express approval of rales. They should confess their inferiority to males. D. Kales must operate independently of female authority. This includes small boys who demonstrate independence or competence which impresses their mothers, sisters, or teachers. E. Mothers are to be portrayed as competent only .at. menial household tasks. They are perfect servants, except for inability to operate machinery. (It is preferable to show a woman with a mop rather than a vacuum cleaner. Mothers should not operate motor vehicles.) Mothers are noi to be consulted, and they may not command. They are allowed to complain, however*— shrewish complaints included. F. Only female children should be shown helping around the house. Onr. females are to deal with any untidyness. ..' III. Affiliation/Isolation: A clear preference by men and boys for male company sha3 s hown. This extends to male chilren, who should usually be the sex who Interact with fathers. A. Few displays of affection by females should be allowed, either toward children or adults. Fathers are to be portrayed as affectionate and rewarding. B. Boys hould be shown playing and working together more often than girls. Groups of girls playing should consistently be smaller and less organized than boys1 groups. Boys may have expensive recreational equipment, girls may play hop-scotch, jump rope, skip, etc. C. Girls eve to be portrayed at all ages as frequently alone, sad, bored, " '. inactive, aimless, wondering about life, fearing and experiencing fail D. Women are not to be shown in pleasant interaction with each other, but • m* men should be frequently so portrayed. Men enjoy recreation together. Women should not participate in recreation outside a family group. IV. Dominance/Hostility: males may express hostility toward each other and toward females, individually and as a sex. Females may not express hostility toward males, individually or as a sex, except when this behavior is allowed to a villainess who will be defeated. A. Males expressing hostility to females may be family members, authority figures, or even heroes. B. Boys may call [-iris silly, dumb, vain, or boring, etc., and may point out girls1 ineptitude at sports and other activities. Girls j not ' call boys anything derogatory, but may denigrate th elves, in agree- ment wxth coys. -son solidarity may be promoted by expression w t C. Male peer-group or father-s of hostility toward females. These sex roles may not be rever |
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