2026 IJRSE – Volume 15 Issue 8
Available Online: 7 April 2026
Author/s:
Tumacder, Jenny Rose O.
College of Education, Nueva Ecija University of Science and Technology, Philippines (tumacder.jenny.neust@gmail.com)
Abstract:
Children’s literature is a significant factor in shaping children’s perspectives on society, including their understanding of gender. Through its stories and characters, children develop recognition of the roles and capabilities attributed to women and men. Traditional children’s stories commonly portray mothers as homemakers and fathers as breadwinners—a form of representation that reinforces outdated interpretations of gender. Such stereotypical perspectives may lead young readers toward a narrow understanding of gender roles. This study aims to examine gender representation in ten selected children’s stories and to determine the extent to which these works conform to or depart from stereotypical viewpoints. The research further seeks to identify the forms of stereotypical gender representation present in the said works, to analyze how authors challenge these representations through their characters and themes, and to determine whether works already exist that have fully transcended traditional gender constructs. The study employed qualitative research methodology, specifically a case study approach and content analysis. The corpus was drawn from ten selected children’s works published by Adarna House and Lampara Books between 2001 and 2023, chosen through criterion sampling based on the Filipino language medium, appropriate reading level, and equal representation of female and male characters. A hybrid coding sheet was used to systematically document the significant elements of each story. The researchers’ analyses were compared against the evaluations of two teachers using a comparison sheet to ensure the objectivity of interpretations. The results revealed that seven (7) out of ten (10) children’s stories had fully transcended stereotypical gender perspectives. In conclusion, it is evident that narratives rejecting stereotypical gender views are gradually emerging within children’s literature. The recognition and expansion of such works are essential to fostering children’s understanding of gender equality. In terms of educational implications, the findings carry significant consequences for practitioners, students, and schools: teachers may integrate gender-liberating children’s stories into more inclusive curricula and use them as critical literacy tools in the classroom; students—especially at the elementary level—benefit from encountering diverse gender representations that expand their self-concept and promote empathy; and schools are encouraged to develop gender-responsive reading programs and policies that institutionalize the use of such texts. The findings may also guide parents in cultivating open-minded gender understanding at home, and serve as inspiration for authors in creating works that advocate for equitable perspectives on gender.
Keywords: gender stereotypes, Gender Schema Theory, children’s literature, gender representation
DOI: https://doi.org/10.5861/ijrse.2026.26118
Cite this article:
Tumacder, J. R. O. (2026). Mula sa estereotipo tungo sa pagpapalaya: Ang pagbabago ng representasyong pangkasarian sa kuwentong pambata. International Journal of Research Studies in Education, 15(8), 101-117. https://doi.org/10.5861/ijrse.2026.26118