It seems self-evident that novels and other literary forms profoundly influence the way we think, feel and learn about society. However, while a number of studies have acknowledged the importance of textbooks used within the school curriculum, few have examined novels that are studied within the high school English program. Thus this thesis focuses on gender-bias found in a study of 21 novels identified as those most commonly used in the high schools of the Lakeshore School Board. The results show significant gender imbalance in all categories: the number of female authors, characters, voices, and perspectives. The recommendations that arise from this study are (1) that English teachers be aware of the issue of gender bias when they select novels for their students. (2) that strategies be developed in the classroom to address gender-bias in literature, and (3) that a balanced literature curriculum be developed.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.61139 |
| Date | January 1991 |
| Creators | Nixon Wall, Audrey |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Faculty of Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001275883, proquestno: AAIMM74761, Theses scanned by UMI/ProQuest. |
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