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Head: HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION How Do Book Covers Influence Text Selection for Boys? Jessica Smith University of Alabama, Huntsville

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION How Do Book Covers Influence Text Selection for Boys? The gender gap in education has been a controversial and popular focus for

research since the 1960s. Until relatively recently, the central concern of the gender gap has been for girls. Girls were behind academically in science and math and were less likely to attend college (Taylor, 2005). Educators and researchers worked to close the gender gap and push for equity in education for girls. Meanwhile, boys began to fall behind, especially in reading and literacy. While girls are continuing to exceed boys in reading, boys are still

outperforming girls in math and science, but at much smaller rates (Husain & Millimet, 2009). Males are more likely to repeat grades and drop out of school early (Sadker, 1999). Where male students were once the majority in colleges and universities, women now make up around 60% of college freshmen, putting men in the minority. Boys have (Jacob, 2001). Boys make up around 70% of special education classes, and are much more likely to be diagnosed with ADD or ADHD (Anderson, 1997). These findings are disheartening and have spurred more research on the new gender gap. Reading achievement is one of the heavily researched topics of the gender

gap. There are some researchers who believe that because the majority of studies on achievement of boys analyze test scores alone, conclusions that girls are better readers than boys are inadequate. Most researchers, however, agree that boys are lagging behind girls in reading. Judith Kleinfled analyzed NAEP test scores by breaking the results into categories based on race and socioeconomic status. Nearly 25% of white males with parents who graduated from college scored below basic,

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION compared to only 7% of white females with college graduate parents. This trend

was visible throughout socioeconomic groups (Kleinfeld, 2006). Studies such as this are abundant, and show the need for more research in the reasons behind the low achievement of boys. When we better understand the factors that influence boys literacy, we are able to find solutions to improve reading achievement in male students. Research Question Researchers are looking into elements that influence boys literacy and the

achievement gap. Factors such as reading preference, gender roles, brain differences between the sexes, and the school climate impact the gender gap. One factor that is often overlooked is limited book choice for boys. Because of rigid gender roles for boys, reading certain books may be considered feminine, and boys may be ridiculed for reading books that are thought of as girly. Girls also follow certain gender roles, but they are far less restricted by gender when choosing books. Reflecting on the idea of limited reading choice based on strict gender roles, questions arose as to the process readers go through when choosing books that interest them. In the book, Readers, Reading, and Librarians, Catherine Sheldrick Ross writes an article about how people choose books that interest them. Interviewing one hundred and ninety-four readers, she found that the most mentioned quick identifiers were the cover, the blurb on the back, and the sample page (2000). It seems that book covers influence selection of books for young readers even more. In a study of fifth grade male students, researchers found that

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION the majority of boys used book covers and text features to choose books (Farris et al., 2009).

Understanding that differences in preference exist between the genders and that book covers are commonly used when readers select a text, we will examine how book covers influence text selection for boys with the following guiding research questions: What impact does the cover of a book have on text selection? How do boys differ from girls in selection of a text based on the cover?

Background Brain research on gender differences related to book choice. By exploring differences in the brain of males and females, we can better understand differences in literacy and, more specifically, book selection. As researchers and doctors learn more about the human brain, a more complete picture is being created in variances between the sexes. Research in the processing of emotions, interpretation of language, and visual processing impact book choice in male and female students. A vast amount of research has been conducted in the area of emotional processing in the brain. Anatomical differences in the brains of men and women suggest that females process emotions differently than males. Women show more grey matter in the limbic system, the part of the brain that supports functions such as emotion, motivation, and long-term memory, suggesting that women may be more emotionally expressive than men (Good et al., 2001). Differences in lateralization of the brain, meaning that certain tasks are processed in the left or

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION right hemisphere, are also highly debated. Males and females exhibit different patterns of lateralization in emotional processing (Wager et al., 2003). Some scientists have come to conclude that differences in emotional processing in the brain make females more apt at verbalizing and expressing emotion than males (Sax, 2005). The difference in processing of emotions in males and females could impact book choice for the genders. Differences in the interpretation of language in the brain, may also affect

literacy in boys and girls. Again, patterns in lateralization are related to language in males and females. Research on stroke patients has shown that men who have strokes in the left hemisphere of the brain often lose language function. If the stroke if located in the right hemisphere of a male patient, no change in language function occurs. This suggests that language is processed only in the left hemisphere for males. Female stroke patients showed loss of language when the stroke occurred in the left or right hemisphere, suggesting that language processing occurs in both hemispheres for females (Sax, 2005). Disparities in language processing could affect boys literacy and reading achievement. Processing of vision is also thought to be different for boys and girls. Males

have thicker retinas and more M-cells, which detect movement. Females have a higher number of P-cells, which are responsible for interpreting texture and color (Sax, 2005). Color preferences, whether molded by environmental factors or brain and vision processing, have also been shown to differ between the sexes. In a study of nearly six thousand people, L. Ellis and C. Ficek (2000) found that males are more likely than females to prefer variations of the color blue. They predict that these

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION differences may be caused by hormonal differences or anatomical differences.

Hoyenga and Wallace (1979) also found through studies of retinal biochemistry that females are more sensitive to pinks, reds, and yellows, while males are more sensitive to colors in the blue-green spectrum. Color preference and differences in visual processes may play a role in the texts boys choose based on book covers. Boys as readers. As awareness of the new gender gap continues to spread, researchers and

educators are studying the aspects of boys literacy and reading preferences. Behavior differences, text preferences, motivation, and inclination toward certain activities have been cited for boys. It is important to remember when considering implications of research in gender preferences, that recommendations on the interests of boys may be overgeneralized, so one should be wary of continuing gender stereotypes that might harm progression (White, 2007). Studies on preferences of students show that gender is often a predictor of

the type of text chosen. In his article for Reading Research Quarterly, Vincent Greaney examined the amount of time spent reading as a leisure activity. Out of the twenty-one variables, such as socioeconomic class, race, and background, gender was the strongest predictor of time spent reading. He found that girls spent more time reading than boys, and boys read more comics and nonfiction material than girls (Greaney, 1980). This preference of nonfiction and comics is confirmed in Taylors (2005) article for Journal of Adolescent and Adult Literacy. She writes that schools often do not recognize the value of many of the types of texts boys read.

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION Boys also enjoy stories with humor, new perspectives, and facts that could be shared in social situations (Wilhem, 2001). Motivation is a strong predictor of academic success, especially in reading

and literacy. Paratore et al. (2011) note the importance of motivation and engagement as both a predictor of reading success and a component of skillful reading along with phonemic awareness, phonics, vocabulary, fluency, and comprehension. Some research has shown that boys are less motivated to read than girls. Alexander and Fox discuss the decrease in engagement in students in puberty. Studies show that females value reading more than males across the age groups (Alexander and Fox, 2011; McKenna et al., 1995). Motivation to read is unfortunately low for boys, and this lack of engagement surely has an effect on reading achievement. Boys seem to prefer certain activities related to literacy that are often not

recognized in the school climate. Wilhelm (2001) found in his extensive study of boys literacy, that boys seem to view reading as a social activity and enjoy sharing meaning with others. Blair and Sanford (2004) also observed that boys prefer to work in groups to connect with others while reading. Taylor (2005) suggests that schools should broaden their definition of literacy to include the values of boys. Having a choice in text may increase motivation and performance (St. Jarre, 2008; Taylor 2005; Wilhelm, 2001). Taylor (2005) also advises that boys may need more explicit instruction to model the subtleties and emotional aspect of literature. Boys inability to connect with emotional literature may be due to differences in brain processing cited above. In their study of how boys morph literacy activities to be

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION

more meaningful, Blair and Sanford (2004) observed boys response to assignments, finding that they prefer to work with large chunks of time devoted to assignments. A better understanding of preferences of boys in reading choice, motivation, and activities gives a fuller picture of male literacy. Gender roles. Gender roles are quite prevalent in our society and play a role in reading

achievement and text selection in boys and girls. Lisa McClure (1999) discusses gender stereotyping in her article for English Journal. She has found that young people often understand that gender stereotyping exists, but follow gender roles nonetheless. She points out that boys are often more limited than girls by gender stereotypes. Their behavior should be tough and they are often harassed if they act in a way that is considered feminine (McClure, 1999). Overall, boys have been found to view reading as a feminine act, and may choose books considered more masculine to avoid ridicule and harrassment (Dutro 2003). Even at a young age, boys believe that reading is feminine. In a survey of second-grade students, Katz et al. (2003) found that 24% of boys view reading as feminine. In her study of eight boys in a classroom participating in book club

discussion, Elizabeth Dutro (2003) notes the masculinities that boys demonstrate. First, in their book choice, the boys are limited to books that are either not clearly gendered or considered masculine, while girls felt free to pick any choice. In talking about books, they displayed their masculinity by claiming they would not read books for girls.

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION

These gender roles are thought to have developed from interactions with the

environment. Parents use different language with boys than girls, and people react differently to boys and girls, therefore treating them differently. In one study created to gauge perceptions of gender, participants were split into two groups and shown the same video of an infant. One group was told that the infant was male and the other was told that the infant was female. Overwhelmingly, the participants described the male baby as curious and adventurous, while the female baby was described as being fearful and anxious (Sax, 2005). These subconscious perceptions could cause variances in the way parents and teachers treat the sexes. Parents and teachers also continue gender roles by encouraging boys and girls differently. Gender roles are shaped by society and tend to be stricter for males than females. Expectations of boys in academics and reading could influence book choice, attitude toward reading, and motivation. Methods Considering brain research on gender, preferences of male students with text

selection and interaction, and the influence of gender roles on literacy, we will look into a text selection based on book covers. Depending on access to classrooms, we would like to collect data on students varying in grade level, reading ability, socioeconomic status, and race. We would like to obtain samples from upper and lower elementary (grades kindergarten through second and third through fifth), middle school, and high school. Having a wide variety of age groups will help determine variances with age, as well as the possible increase of limitations on book selection of male students with age.

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION We will conduct surveys where students view images of book covers and

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answer whether or not they would read the book and why or why not. Young children might only be able to mark whether or not they would be able to read the book, but older students could respond to prompts in writing. This could be done through a PowerPoint presentation with slides containing pictures of book covers and prompting questions. After collecting the data, we could analyze it based on variables of age, gender, and possibly other factors such as socioeconomic factors and race to determine the role that gender plays on book choice based on cover design. We would also like to look into the qualities of the book covers that were most well received or rejected by male students to determine if color, line, or other aspects of design could predict acceptance by male students. We also plan to conduct observations at school, classroom, or public libraries to monitor book choice of children. We will keep records of books checked out by male or female students. We will also be able to analyze results by exploring the aspects of design on book covers that appeal to boys or to which they show distaste. Research into the new gender gap has confirmed that boys are in crisis in reading achievement and literacy. Brain research in the differences of gender in processing emotion, interpreting colors, and deciphering language affect reading and more specifically book choice. Studies on boys as readers have given educators a better idea of the preferences in book selection and activities related to literacy. Motivation to read is a strong predictor of reading achievement, but unfortunately, boys tend to value reading less than girls. Increasing engagement for all students

HOW BOOK COVERS INFLUENCE BOYS TEXT SELECTION has always been a goal for educators. Understanding factors of boys literacy can

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help educators find ways to close the gender gap for boys reading achievement. By looking deeper into how and why boys choose books by book covers we can build on our knowledge of the literacy patterns of male students.

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autokenetic movement of an afterimage. Journal of general psychology, 100 (1), 93-101. Husain, M. and Millimet, D. L. (2009). The mythical boy crisis? Economics of education review, 28 (1), 38-48.

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Jacob, B. A. (2001). Where the boy arent: Non-cognitive skills, returns to school and the gender gap in higher education. Economics of education review, 21 (6), 589-598. Katz, H., Sokal, L., Adkins, M., Gladu, A., Jackon-Davis, K., and Kussin, B. (2003) Boys will be boys: Variability in boys experiences of literacy. The Alberta journal of educational research, 51 (3), 216-230. Kleinfeld, J. (2006). Five powerful strategies for connecting boys to schools.. Paper for white house conference on helping americas youth, Indianapolis, In. Paratore, J.R., Cassano, C.M., and Schickedanz, J.A. (2011). Supporting early (and later) literacy development at home and at school. In M.L. Kamil, P.D. Pearson, E.B. Moje, and P.P. Afflerbach (Eds.), Handbook of reading research (Vol. 4) (pp. 107- 135). New York, NY: Routledge. Ross, C. S. (2000). Making choices: What readers say about choosing books to read for pleasure. In W. A. Katz (Ed.) Readers, reading, and l07ibrarians (pp. 5-21). New York, NY: Routledge. Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational leadership, 56 (7), 22-26. Sax, L. (2005). Why gender matters: What parents and teachers need to know about the emerging science of sex differences. New York: Three Rivers Press. Taylor, D. L. (2005). Not just boring stories: Reconsidering the gender gap for boys. Journal of adolescent and adult literacy, 48 (4), 290-298.

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Wager, T. D., Phan, K. L., Liberzon, I., and Taylor, S. F. (2003). Valence, gender, and lateralization of functional brain anatomy in emotion: A meta-analysis of findings from neuroimaging. NeuroImaging, 19 (3), 513-531.