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Harry Potter-series are widely popular fantasy-novels that have influenced young readers all over the world on various issues, one being gender. Many arguments have been proposed to explain how the Harry Potter-series has a gender-biased attitude. Although previous research has covered a wide variety of claims, this essay will focus on examining the language and word choices made to describe the male and female characters of Harry Potter and the Philosopher’s Stone and Harry Potter and the Goblet of Fire. The word choices consist of both traditionally masculine adjectives and verbs as well as adjectives and verbs with negative connotations. To obtain a comprehensive view of the gender-biased tone of the two novels, the essay will not only examine the language, but also investigate if there is a gender-biased way of portraying the characters based on how their behaviour is described. These observations will be combined with previous research which includes Sara Mills’ investigation of sexist language and indirect sexism, Heilman and Donaldson’s critical perspective on the Harry Potter-novels, and Turner-Bowker’s study of stereotyping in young readers’ literature. These studies support my arguments and show that that there is a gender-bias in the way the characters are described, both through language and in the way that the character’s act in Harry Potter and the Philosopher’s Stone and Harry Potter and the Goblet of Fire.

Sverige kan ses som ett av världens mest jämställda länder. Människor kan dock inneha ambivalenta stereotyper om kvinnor, vilka kan vara sexistiska i sin karaktär. Syftet med föreliggande studie är att validera Glick och Fiskes (1996) Ambivalent Sexism skala översatt till svenska samt undersöka eventuella kopplingar mellan sexism, politisk inställning och system justification. Undersökningsdeltagarna tog i stor utsträckning avstånd från sexistiska attityder. Hostile sexism skattades högre än benevolent sexism, vilket skulle kunna kopplas till landets strävan efter jämställdhet. Männen skattade dock högre än kvinnorna på samtliga sexismskalor. Sambandet mellan system justification och politisk inställning var svagt. Det fanns dock en mindre skillnad mellan könen gällande uppfattningen om det svenska samhället, där män fann samhället aningen mer legitimt än kvinnorna, något som kan vara en antydan till en rådande samhällssituation där män fortfarande har högre social och ekonomisk status än kvinnor.

Familjestrukturer och föräldraroller är i förändring. Stereotyper av föräldraskap har bidragit till rådande attityder där män och kvinnor i icke traditionella familjestrukturer bedöms mindre fördelaktigt (Brescoll & Uhlmann, 2005). Studiens syfte var att se om attityder påverkas av huruvida föräldern är karriärist eller föräldraledig samt man eller kvinna. En pilotstudie genomfördes för att generera egenskaper för föräldraskap och bestod av 30 deltagare. I huvudstudien deltog 115 personer, varav 69 kvinnor och 46 män. En egenkonstruerad enkät användes där deltagarna fick bedöma bra respektive dåligt föräldraskap utifrån en fiktiv fallbeskrivning. Enkäten bestod även av The Ambivalent Sexism Inventory som avser att mäta sexism (Glick & Fiske, 1996). Resultatet visade att både män och kvinnor bedöms som bättre föräldrar då de är föräldralediga. Fientlig sexism hade samband med uppfattning av mäns bra föräldraskap samt kvinnors dåliga föräldraskap. Resultaten stämmer till stor del överens med tidigare forskning om traditionella samt icke traditionella familjestrukturer.

The present research examined how interactions with sexist men can trigger stereotype threat among women, undermining their engineering and mathematical performance. Chapter 1 provides an overview of the literatures on sexism and on stereotype threat. Chapter 2 validates a subtle sentence completion measure of sexism. In Chapter 3, male engineering students who scored highly on this sexism measure behaved in a dominant and sexually interested way towards an ostensible female classmate. In Chapter 4, female engineering students who interacted with such sexist men, or with confederates trained to behave in the same way, performed worse on an engineering test than women who interacted with nonsexist men. Chapter 5 conceptually replicated this finding and showed that women’s underperformance did not extend to an English test, an area in which women are not negatively stereotyped. Furthermore, interacting with sexist men lead women to suppress concerns about gender stereotypes, an established mechanism of stereotype threat. Chapter 6 discusses the implications for stereotype threat and for addressing barriers to women’s performance at school and in the workplace.

The present research examined how interactions with sexist men can trigger stereotype threat among women, undermining their engineering and mathematical performance. Chapter 1 provides an overview of the literatures on sexism and on stereotype threat. Chapter 2 validates a subtle sentence completion measure of sexism. In Chapter 3, male engineering students who scored highly on this sexism measure behaved in a dominant and sexually interested way towards an ostensible female classmate. In Chapter 4, female engineering students who interacted with such sexist men, or with confederates trained to behave in the same way, performed worse on an engineering test than women who interacted with nonsexist men. Chapter 5 conceptually replicated this finding and showed that women’s underperformance did not extend to an English test, an area in which women are not negatively stereotyped. Furthermore, interacting with sexist men lead women to suppress concerns about gender stereotypes, an established mechanism of stereotype threat. Chapter 6 discusses the implications for stereotype threat and for addressing barriers to women’s performance at school and in the workplace.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 95-101).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 144-155). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains iv, 39 p. Includes abstract. Includes bibliographical references (p. 38-39).

Thesis (M.A.)--Miami University, Dept. of History, 2003. / Title from first page of PDF document. Document formatted into pages; contains 50 p. Includes bibliographical references (p. 46-50).