VOL. 4 (2024)

ISSN 2952-2013 pp. 80-94

https://doi.org/10.33776/linguodidactica.v4.8257

Systematic review of studies about the use of language

with sexist connotations in fairytales and nursery

rhymes of Early Childhood

Revisión sistemática de la investigación sobre el uso del lenguaje

con connotaciones sexistas en los cuentos de hadas y las canciones

infantiles en la educación infantil

Virginia Villegas-José

University of Huelva (Spain)

Belén Rubio-Machuca

University of Huelva (Spain)

Katia Álvarez Díaz

University of Huelva (Spain)

José Ramón Márquez Díaz

University of Huelva (Spain)

Resumen:

El uso del lenguaje a través de los cuentos y canciones

infantiles populares expresan las ideas limitantes sobre

lo que se espera de la niña y el niño en función del géne-

ro. Estas obras literarias, a su vez, son consecuencias de

la tradición poética oral y de aspectos culturales de los

diferentes contextos y épocas. Asimismo, es posible evi-

denciar cómo tales producciones llegan a mostrar creen-

cias y costumbres tradicionales relacionadas con el ideal

femenino y masculino que, al mismo tiempo, se alzan de

valor e ideal social. Es por eso por lo que la ﬁnalidad de

este estudio es identiﬁcar el uso del lenguaje con conno-

taciones sexistas, tales como los roles y estereotipos de

género, en las canciones y cuentos infantiles. Para ello,

se ha llevado a cabo una revisión sistemática siguiendo

la Declaración PRISMA 2020, realizada en bases de datos

de alto impacto: Eric, Scopus y Google Scholar, y bases

de datos con Inteligencia Artiﬁcial: Consensus IA, Elicit.

org y Copilot. El análisis de la producción cientíﬁca en

base al uso del lenguaje con connotaciones sexistas en

canciones y cuentos de Educación Infantil ha arrojado

un total de 22 documentos. Los resultados obtenidos

muestran las relaciones de género representadas en los

cuentos y canciones infantiles desde una perspectiva de

desigualdad que favorece la ﬁgura de dominancia tra-

dicional del hombre, frente a la sumisión de la mujer,

reiterada en la tradición oral y escrita. Esto es una clara

evidencia de la separación social de los roles masculinos

y femeninos, lo cual constituye un reto para la educación

actual, el de incidir en canciones y cuentos infantiles que

superen estos estereotipos de género tradicionales.

Palabras claves:

Educación infantil, canción infantil, cuentos de hadas,

lengua, sexismo.

Fecha de aceptación: 09 de septiembre de 2024

Abstract:

The use of language through popular children’s fairyta-

les and nursery rhymes expresses ideas about what is

expected of girls and boys based on the gender. The-

se literary studies are consequences of the oral poetic

tradition and cultural aspects of different contexts and

times. Likewise, it is possible to demonstrate how such

productions come to show traditional beliefs and cus-

toms related to the feminine and masculine ideal that,

at the same time, stand as a social value. This is why the

aim of this study is to identify the use of language with

sexist connotations, such as gender roles and gender

stereotypes, in nursery rhymes and fairytales. For this

purpose, a systematic review has been carried out fo-

llowing the methodology PRISMA 2020 Statement,

using high impact databases such as Eric, Scopus and

Google Scholar. Also, Artiﬁcial Intelligences were inclu-

ded in the systematic review: Consensus IA, Elicit.org

and Copilot. The analysis of the scientiﬁc production ba-

sed on the use of language with sexist connotations in

nursery rhymes and fairytales in Early Childhood educa-

tion has been identiﬁed a total of 22 documents. The re-

sults show that the gender relations represented in chil-

dren’s fairytales and nursery rhymes from a perspective

of inequality that favours the ﬁgure of traditional male

dominance, as opposed to the submission of women,

reiterated in the oral and written tradition. This is clear

evidence of the social separation of male and female ro-

les, which constitutes a challenge for current education,

that of inﬂuencing children’s nursery rhymes and fairyta-

les to overcome these traditional gender stereotypes.

Keywords:

Early childhood education Language, fairytale, nursery

rhymes, sexism.

Fecha de recepción: 04 de julio de 2024

Systematic review of studies about the

use of language with sexist connotations

in fairytales and nursery rhymes of Early

Childhood

Revisión sistemática de la investigación sobre el

uso del lenguaje con connotaciones sexistas en

los cuentos de hadas y las canciones infantiles en

la educación infantil

Virginia Villegas-José

University of Huelva (Spain)

Belén Rubio-Machuca

University of Huelva (Spain)

Katia Álvarez Díaz

University of Huelva (Spain)

José Ramón Márquez Díaz

University of Huelva (Spain)

Contacto:

virginia.villegas@dedu.uhu.es

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Gender is one of the most relevant social problems worldwide, as it is a social, cultural, political and

historical construction that refers to a set of characteristics associated with people based on their

biological sex, which traditionally favours males (Guil, 2016; Ortega, 2005; Pitch, 2010). Over time,

this has had a number of consequences, as stereotypes constitute a wide range of social beliefs, the

function of which is the construction of social identity. Likewise, gender stereotypes are deﬁned as

cognitive patterns that facilitate the homogeneous characterisation of a group of people and, at the

same time, differentiate it from another group, thus causing an assignment of prejudices around the

group (Garduño et al., 2015; González-Anleo et al., 2018; Rodríguez et al., 2013). The use of gender

stereotypes is justiﬁed on the basis of the presence of certain behaviours by some sexes and tends

to negatively qualify the same behaviour in the opposite sex. A clear example of the adjectives com-

monly attributed to the male gender is: dominance, bravery, impulsiveness, and their counterparts

associated with women: kind, submissive, dependent, etc. (Adukia et al., 2022; Gento, 2017; Gonzá-

lez, 2005; Mante-Estacio et al., 2018).

From birth, children have contact with literary culture through stories and/or popular songs of chil-

dren’s tradition. This entire literary repertoire forms part of an artistic-cultural repertoire that is cu-

rrently considered an educational and socialising resource in infant schools, the aim of which is to

develop linguistic and social skills (Pascual, 2010). In this case, the school aims to transmit the cus-

toms, behaviours, traditions and values of the society of which it is a part. However, it is important to

remember how in some cases the language used through its letters implicitly represents ideas that

do not beneﬁt the achievement of gender equality.

Indeed, Fernández (2006) argues that most songs and even fairytales depict a particular social sys-

tem that does not reﬂect the values of today’s society. Even so, such ideas come to mediate chil-

dren’s behaviours and values, starting with their ﬁrst fairytales or their ﬁrst lullabies in the family

environment. According to Hidalgo (2011), this is precisely where the risk often lies, since, due to this

lyrical cultural rootedness, a patriarchal and sexist message is transmitted. Likewise, Márquez-Gue-

rrero (2016) argues that, although the Spanish language should not be considered sexist, it is the use

made of it that endows its writings with this characteristic. In this way, Infant Education pupils conti-

nue to be exposed to traditional songs and stories wrapped in literary compositions and melodies.

Currently, some gender roles and stereotypes that support linguistic schemes or models of beha-

viour to imitate continue to prevail, as well as reinforcing sexual roles belonging to times that are

far from gender equality. Some recent research (Encabo et al., 2014; Suberviola, 2023) agrees that

many traditional literary works use sexist language when they present messages that, due to their

form, are discriminatory on the basis of gender and sex. In fact, they have stated that in their use,

the non-recognition, concealment and even the low valuation of women in society is a priority (Már-

quez-Guerrero, 2016). Therefore, the presence of non-neutral language and the use of sexist con-

tent, present in many literary works, must be recognised by the educational community. Likewise,

this interest should be based on a concise and careful selection, knowing that fairytales and songs

should not only be a means of communication and even entertainment, but should rather be a pe-

dagogical resource that allows the values of an equitable and inclusive society to be represented.

1. Introduction

2. Theoretical Framework

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In this line, the school, due to its educational and socialisation interest, should create learning en-

vironments where there is awareness of the sexism present in many of these works, with the aim of

reducing its incidence, through reﬂective analysis and constructive criticism. This does not consist of

dispensing with such literary resources because they convey stereotypical aspects, but rather it has

to do with reinventing them in order to guarantee this perspective of equality. Following Castaño

(2013), one could: modify the spaces for the action, have other characters or invert present characte-

ristics, add or transform the key objects related to the characters if they are stereotyped; change the

functions assigned to the protagonists; change the register of the language, using generic words;

or even invert the ending of the story or rhyme. That is why the main purpose of this study is to carry

out a systematic review of existing studies that analyse the use of language with sexist connotations,

such as gender roles and stereotypes, in nursery rhymes and stories.

An analysis of the scientiﬁc production has been carried out based on studies on the use of langua-

ge with sexist connotations in songs and stories in Early Childhood Education, applying the PRISMA

Statement (Page et al., 2021). The search focused on articles found with artiﬁcial intelligence.

The ﬁrst search, prior to the systematic review, started in January 2024 using the terms ‘nursery

rhymes’ and ‘sexism’ in the following databases: Scopus and ERIC. One study on sexism in nursery

rhymes was obtained.

Firstly, the searches for the systematic review were carried out by combining the terms in Spanish:

‘canciones infantiles’, ‘sexismo’; and in English: ‘earlychildhood songs’ and ‘sexism’ in the following

databases: Scopus, Google Schoolar and Eric. Secondly, we made use of the Thesaurus search engi-

ne to use the appropriate descriptors, obtaining as a result: ‘canciones infantiles’, ‘género’, ‘roles de

género’, ‘estereotipos de género’, ‘nursery rhymes’, ‘gender’, ‘gender roles’ y ‘gender stereotypes’.

Also, the search for fairytales was expanded, as articles dealing with children’s literature appeared,

so the terms ‘fairytales’ and ‘fairytales’ were included. Despite using the terms recommended by

Thesaurus, the databases only found 10 articles in Scopus, 60 in Google Scholar and 5 in ERIC, so it

was decided to include three speciﬁc artiﬁcial intelligences for scientiﬁc literature reviews: Consen-

sus AI, Copilot AI and Elicit AI.

For the systematic search, the following databases were used: ERIC, Google Scholar and Scopus, and

artiﬁcial intelligences, such as: Copilot IA, Consensus IA. The search was conducted using the search

patterns: ‘gender and nursery rhymes’, ‘gender roles and nursery rhymes’, ‘gender stereotypes and

nursery rhymes’, ‘gender and fairytales’, ‘gender roles and fairytales’ and ‘gender stereotypes and

fairytales’. The search strings used for the different databases are shown below:

• Scopus

“Gender” OR “gender roles” OR “Gender Stereotypes” AND (AND TITLE-ABSKEY (“Fairytales”).

3. Methodology

3. 1. Previous search

3.3. Systematic review

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• Google Scholar

“Gender” (All Fields) OR “Gender roles” (All Fields) OR “Gender Stereotypes” (All Fields) AND

“Fairytales”.

• ERIC

“Gender” OR “Gender roles” OR “Gender Stereotypes” AND “Fairytales”.

Subsequently, the ﬁrst inclusion and exclusion criteria for register screening were established.

Inclusion criteria

• Scientiﬁcally rigorous articles in Spanish and English.

• Research in the ﬁeld of education.

• Research focused on the Early Childhood Education stage.

• Research on fairytales and songs.

Exclusion criteria

• Studies carried out in a language other than English or Spanish.

• Studies that deal with musical dimensions.

• Studies carried out in educational stages other than Early Childhood Education.

• Studies without access to full text.

• Documents that are not scientiﬁc articles.

• Studies that refer to textbooks.

With regard to the exclusion criteria, the decision has been taken to exclude research that covers

characteristics of musicality, given that it does not provide relevant information in terms of the study

presented. Also, studies analysing textbooks, i.e. school material, have been excluded, as their analysis

focuses on activities and contents of language and literature books. Finally, research that is not aimed

at children’s education has been excluded, since nursery rhymes are designed for that stage. The aim

of this study is to ﬁnd research that speciﬁcally analyses the text of nursery rhymes and stories with

sexist connotations.

Consensus AI, Copilot AI and Elicit AI have been used as artiﬁcial intelligences, so they are considered

useful tools for scientiﬁc research (Forero-Corba and Bennásar, 2023). Their use is supported by va-

rious research studies, which show that artiﬁcial intelligences play an important role and are effective

in identifying studies of high scientiﬁc impact. In this line, their inclusion in research helps in the accu-

racy of the results (Arbeláez-Campillo et al., 2021; Andrade Gontijo et al., 2021; Lopezosa, 2023). The

search carried out in these artiﬁcial intelligences totalled 16 documents and 6 documents from data-

bases (2 documents from Scopus, 2 documents from Google Scholar and 2 documents from ERIC).

Two new studies were manually included. These articles were extracted from Google Scholar, using

selected research references, making a total of 22 studies in the systematic review.

2.4. Manual search

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Figure 1. Flow Diagram

Source: own elaboration

After reading and analysing the data provided in the 22 articles ﬁnally selected, we used the fo-

llowing information to compile the results: authorship, year of publication, objective, methodology

used and results obtained. Two tables with the results of the systematic review are shown below. The

ﬁrst table lists the studies found on the use of language with sexist connotations in children’s nursery

rhymes (table 1) and the second table on the use of language with sexist connotations in children’s

fairytales (table 2).

4. Results

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Table 1. Studies on the use of language with sexist connotations in children’s nursery rhymes

Author/year Aims Results

1. González (2005)

To analyse Spanish children’s

nursery rhymes from a gen-

der perspective (1900-1950).

The contents of the nursery rhymes present children’s themes, animalis-

tic, related to trades, etc. Relationships between genders are presented

from the perspective of inequality, which appears in a large number of

nursery rhymes, approached from different perspectives and situations:

marriages, abductions and captives, courtships and courtships, nuns,

disappointments, separations, reunions, jealousy, rejection, rivalries, etc.

2. Fernández (2006)

To analyse pedagogically

the messages and meanings

conveyed by traditional chil-

dren’s nursery rhymes.

used in schools

on men and women, and

gender relations.

Women are portrayed with poverty and the role of men as saviour prince

charming is idealised. There is a reiteration of the need for marriage,

passed down from mother to daughter. Women show a deep maternal

vocation, they are homely and hard-working. Men are portrayed as vi-

cious, smokers and drinkers, lazy and lazy, absent from the family and

irresponsible in their parenting. Gender violence as well as polygyny are

represented.

3. Pascual (2010)

Analyse the use of lexis and

syntax in Spanish lullabies in

order to interpret the social

role of the participants de-

pending on their gender.

The results obtained show a marked separation that reﬂects social in-

equality. The separation of roles depending on gender is evident: active

roles for male characters contrast with passive roles for female charac-

ters. Through the lullabies, the female sex receives messages of devalu-

ation and subordination that could be internalised during the years that

are fundamental for their social development.

4. Nasiruddin (2013)

Analyse some Pakistani chil-

dren’s nursery rhymes taught

formally in schools and infor-

mally at home.

The knowledge transmitted through children’s nursery rhymes is stereo-

typical. It does not project or transform the perception of gender roles

in society. Women are portrayed in the role of wives and sisters. Someti-

mes, she is portrayed as ugly and nagging. The idea of men’s misfortune

in getting married is conveyed. Men are attributed economic stability

and women are attributed the position of emotional dependence and

immaturity. The belief is conveyed that women with higher education

argue more than those without.

5. Al-Ramahi (2013)

To present the different lin-

guistic forms and patterns

that help to construct the sex-

ist facets of complete rhym-

ing texts.

It shows as a ﬁnding the representation of sexism in the language of chil-

dren’s nursery rhymes, the result of implicit beliefs in gender stereotypes.

This view stems from the codiﬁcation of reality from a male point of view.

The language of rhymes expresses male superiority through the attri-

bution of certain linguistic units. Inequality is revealed in these rhymes,

perpetuated in ideas of male power over women. The sexist aspects in

these rhymes contribute to obscuring the real experiences of women.

6. Olayemi (2020)

Identifying conceptions

ideological and possible

meanings conveyed in some

English nursery rhymes to

pupils.

In the children’s nursery rhymes analysed, women are portrayed as in-

competent, uncaring and indifferent. Fathers are portrayed as being in a

hierarchical position superior to mothers, so that motherhood is denigra-

ted. The female ﬁgure is portrayed as weak, weak, economically depri-

ved and inexperienced as a mother ﬁgure; and the male ﬁgure is shown

as strong and worthy of respect.

(Continúa)

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Author/year Aims Results

Juárez (2020)

To analyse both the lyrics of

the nursery rhymes and their

audiovisual representation in

the selected videos, carrying

out an analysis of the repre-

sentations and gender roles

of the main characters in the

fairytales.

The female ﬁgure is given the role of a passive agent and/or at the mercy

of/subordinated to the man/male, reducing, moreover, the purpose of

her existence to waiting for the (intelligent) male, made up, perfect and

ready for his manly desires or, in other cases, to be protected by him.

The male ﬁgure plays the role of protecting women, showing intellectual

superiority that validates this role and, on numerous occasions, relegates

women/females to the domestic sphere and to being discursed by the

male.

8. Ajmal et al. (2023)

To explore the importance of

nursery rhymes in children’s

lives and how they contribute

to the formation of children’s

personal identities, especially

those of women.

The results of the study revealed that the nursery rhyme reﬂects the gen-

der expectations and constraints imposed on girls in many traditional

societies, and that the nursery rhyme can be seen as a reﬂection of chan-

ging attitudes about gender roles and education in Pakistan.

Source: own elaboration

Table 2. Studies on the use of language with sexist connotations in children’s fairytales

Author/year Aims Results

1. Murphy (1975)

Critically analyse the repre-

sentation of gender in chil-

dren’s literature and how

roles and stereotypes inﬂu-

ence children’s behaviour.

Children’s literature reinforces traditional gender stereotypes, inﬂuenc-

ing the formation of children’s gender identity and their subsequent de-

velopment. This also occurs in reverse. These traditional stereotypes are

present in society and are perpetuated through children’s literature.

2. Pyle (1976)

To analyse the presence of

sexism in fairytales aimed at

Malaysian children.

The children’s fairytales featured stereotypes that reinforce gender roles

and stereotypes commonly associated with cultural symbolism. It is

suggested that early childhood education and emotional development

may be affected by this repetition of gender stereotypes and roles. The

importance of addressing sexism from an early age by making a good

choice of material for use is underlined.

3. Lehman (1976)

To present criteria for femi-

nist criticism of children’s lit-

erature.

It focuses on the importance of analysing stereotypes in children’s liter-

ature and providing reading materials to promote an equitable repre-

sentation of gender in childhood. The inﬂuence of children’s fairytales

on the development of gender roles and gender identity in children is

discussed.

4. Ochoa et al. (2006)

To know the fairytales most

used by teachers and pupils

in the classroom, in order to

detect the types of discrim-

ination based on sex or sex-

ism that are made in them.

Most of the fairytales have the man as the central axis and main image

of the plot. A greater degree of signiﬁcance is assigned to male activi-

ties. The possibility for women to develop in other roles is diminished,

denying them the right to other responsibilities and reducing them to

passive roles. Male characters have dominant roles. These stereotypes

mark people and society. They have been associated as innate qualities

passed on to women since childhood.

(Continúa)

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Author/year Aims Results

5. Abad and Pruden (2013)

Investigate whether books

really do break down gender

stereotypes in children.

Exposure to storybooks with atypical gender information may alter

gender stereotypes for girls, but not necessarily for boys. Girls tend to

remember more information when the protagonists do not conform to

classic stereotypes.

Exposure to biographical fairytales about women with non-traditional

careers changes career goals relative to those who were not exposed

to them. Some studies suggest that children reinterpret and adjust gen-

der stereotypes, and others suggest that both boys and girls remember

gender-atypical information that challenges traditional concepts much

better because of the novelty effect.

6. Nair and Talif (2013)

To analyse the presence of

sexism in a selection of En-

glish-language texts aimed at

children and young people.

In storybooks, male characters are depicted with greater power, au-

thority and prominence than female characters. Female characters are

depicted in secondary roles, assigned domestic tasks or reinforcing tra-

ditional gender stereotypes. Male characters use active and productive

language, while female characters use passive, negative or emotionally

charged language. The ﬁndings demonstrate the persistence of sexism

in the language of children’s literature.

7. Berry and Wilkins (2017)

To determine whether chil-

dren’s picture books with

non-human characters offer

an alternative in non-stereo-

typical male and female rep-

resentations.

The representation of male characters in books is higher. Female char-

acters are mainly associated with nature-related entities. Female char-

acters were more often shown faceless than male characters, lacked

leadership qualities and were portrayed negatively, which may deprive

girls of positive role models. Exposing children to stereotypical roles is

thought to inﬂuence later behavioral expectations.

8. Mante-Estacio et al.

(2018)

To examine the represen-

tation of gender in Filipino

children’s literature in relation

to the verbs used to describe

male and female child char-

acters. To analyse the length

of nouns associated with

their gender and to under-

stand how gender roles are

portrayed and their impact

on children’s perception of

gender identities.

Male characters have more active roles and traditional roles are female.

For male nouns, a two-syllable structure is followed so that they are eas-

ily remembered by the children. Male characters dominated all verb

types, from action verbs to agency or control verbs. The study reveals

an unequal gender representation in Filipino children’s storybooks, with

a clear dominance of male characters in associated verbs and assigned

names.

9. Lewis et al. (2020)

To conduct a comprehensive

analysis of gender represen-

tation in a sample of books

for children aged 0-6 years.

In the analysis of 247 contemporary books, gender associations were

biased and more than half of the words in the corpus were sexist. They

were associated with a particular gender and tended to be grouped into

stereotypical categories. At the book level, they tended to reﬂect gen-

der stereotypes, with female characters doing traditionally female tasks.

Children were exposed to books that convey stereotypes about their

own gender. The bias towards female characters is more pronounced

than towards male characters. Books with female characters tend to be

chosen for girls and male characters for boys, which inﬂuences the per-

ception and assimilation of gender stereotypes.

(Continúa)

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Author/year Aims Results

10. Casey et al. (2021)

To provide an update on the

representation of gender in

children’s literature of the

last 60 years (1960-2020) and

those featuring a single pro-

tagonist.

Signiﬁcant decline in the proportion of female protagonists in books

published between 1960 and 2020. Four signiﬁcant interactions are

identiﬁed in a logistic regression model, author, audience age, character

type and book gender, suggesting persistent effects on the proportion

of male versus female protagonists. Non-human and human characters

are represented as male. Authors show improvements with respect to

the proportion of female characters, limited to children’s books. Female

authors portrayed more female protagonists in older books.

11. Conde Miguélez et al.

(2022)

Analyse the role of fairy tales

in the reproduction of gender

stereotypes and inequalities.

Differences have been observed between classic and modern fairy tales.

Classical fairy tales reproduce discriminatory gender stereotypes, while

modern fairy tales have moved towards breaking down stereotypes, al-

though some still persist. Relevant differences have also been noted in

the use of public and private spaces and in the activities carried out by

the characters according to their gender.

12. Say (2022)

To demonstrate that structur-

alist principles can be used

to analyse the structure and

symbolic elements of the sto-

ry “The Snow Child” on the

basis of gender stereotypes

in fairy tales.

It discusses how feminist criticism provides a different perspective and

enables an analysis of how gender stereotypes and discrimination are

manifested in children’s literature. There is evidence of a perpetuation of

gender roles and power relations in male characters over female charac-

ters. Fairy tales present stereotypes and power relations that are oppres-

sive and based on patriarchy.

13. Adukia et al. (2022)

To examine and quantify gen-

der stereotypes in a corpus of

children’s literature.

In children’s fairytales, women have been depicted with attributes that

relate to physical appearance and family, while men are more associated

with masculine skills, professions and business. The association women

and families seem to diminish over time. Three collections are analysed:

Diversity, Mainstream and HistWords. They are identiﬁed by a method of

detecting stereotypical sentences that associate women, their genitalia

or attributes such as hysteria. Highly gender-stereotyped messages con-

tinue to appear in children’s fairytales.

14. Suberviola (2023)

To analyse how children’s

fairytales can perpetuate gen-

der stereotypes and transmit

ideologies to children who

read and listen to them, and

how children’s literature can

be a tool to promote educa-

tion for equality and the eli-

mination of stereotypes.

Sexist language in fairytales not only involves including both sexes in

the masculine gender, but is visualised in situations where women are

discriminated against through linguistic use that likens them to animals

or objects. The female gender is omitted when talking about a group or

collective, or when reality is described through a male vision. It is also

evident when a woman is described with some masculine characteristic

such as: “it was the mother who wore the trousers”; boys are insulted

with disqualiﬁers associated with women: “you’re a pussy”. The fairytales

contain sexist content and the language is often not neutral.

Source: own elaboration

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The results of this research are contrasted with the existing literature (Cabo, 2010; Fernández, 2006;

González, 2005; Juárez, 2020; Nasiruddin, 2013; Olayemi, 2020), so that the content present in

nursery rhymes manifests gender relations from a perspective of inequality, which evidences a very

marked social separation in male and female roles (González, 2005; Pascual, 2010). Speciﬁcally, the

priority role in the songs is given to the male, commonly idealised as the saviour Prince Charming

(Fernández, 2006). For his part, the male ﬁgure is associated with active roles, responsible for econo-

mic stability, whose ﬁgure within the family is of a higher hierarchy than that of the mother (Nasirud-

din, 2013). In addition to this, the male ﬁgure is associated with attributes such as strength, courage

and respect, which consistently places the male in a position of intellectual superiority that validates

such attributes and relegates women to the domestic sphere, subject to the provisions of the male,

to whom the idea of disgrace is attributed upon marriage (Al-Ramahi, 2013; Nasiruddin, 2013). Men

are also depicted as vicious, smokers, drinkers, lazy and slackers, with a ﬁgure of absence within the

family. They are also portrayed as irresponsible in fatherhood, associated with gender-based violen-

ce and polygamy (Fernandez, 2006). This, in general terms, shows that the stereotypes commonly

associated with the male gender are consolidated, both from a positive and negative point of view.

On the other hand, as for the female ﬁgure reﬂected in nursery rhymes, their roles are passive. As

a social reﬂection, it is possible to observe the association of women with maternal roles, the need

to get married, occupy domestic roles and take care of children (Olayemi, 2020; Juárez, 2020). The

situations that mention women are linked to marriage, abductions, captivities, courtships, courtship,

courtship, religious vocation, disappointments in love, separations, reunions, jealousy or rivalries,

relegating women to a marginal role, where dependence on the male ﬁgure transmitted from mo-

thers to daughters is reiterated (González, 2005; Olayemi, 2020). When women who have transcen-

ded common stereotypes and achieved higher levels of education or position are mentioned, they

are discredited, associating female culture with a greater number of family arguments (Nasiruddin,

2013). This attribution of roles is evident from nursery rhymes, in which girls already receive messa-

ges of devaluation and subordination that they internalise during their childhood and which affect

their social development. In addition, nursery rhymes portray women as incompetent, unconcerned,

indifferent and weak (Pascual, 2010).

In terms of children’s literature transmitted through stories, we ﬁnd a reiteration of what has alre-

ady been mentioned in nursery rhymes. Gender stereotypes are transmitted from generation to

generation, showing male characters as the main characters, who usually carry the main thread of

the stories, and giving women secondary roles in them (Guil, 2016; Ortega, 2005; Pitch, 2010; Pyle,

1976). Fairytales reinforce gender roles and stereotypes associated with popular culture, as they

come from ancient times and are not adapted to changes in gender in today’s culture and society

(Pascual, 2010). Clear evidence of this can be found in the names of the male characters, which have

two syllables, making them more memorable than the female ones, giving priority again to the male

gender. There is a gender bifurcation associated with the typology of stories aimed at boys and girls

(Mante-Estacio et al., 2018). Stories are separated by gender, with a male or female main character

depending on whether the target audience is male or female, which reinforces traditional gender

stereotypes and roles. When the main characters are not stereotyped, children remember the gen-

5. Discussion

5.1. Nursery rhymes

5.2. Fairytales

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der-atypical information conveyed in the reading much better, favouring the breaking of traditional

concepts through the novelty effect (Abad and Pruden, 2013; Lewis et al., 2020). This information is

contrasted with the results presented by Adukia et al. (2022), Casey et al. (2021), Lewis et al. (2020),

Say (2022) and Suberviola (2023), who agree on the need for teachers to subject the selected stories

to criticism, being aware that this is part of their own hidden curriculum. Furthermore, all of them are

mainly committed to offering equality in the expression of feelings and emotions, such as: bravery

or fragility, social success or sensitivity, among others, and parity in the presence of a diversity of

characters.

Exposure to traditional fairytales and songs reiterates the internalisation of common gender roles

and stereotypes, making it necessary to search for and include new songs or stories, or even modify

them, capable of breaking these classic schemes as shown in the research by Conde Miguélez et al.

(2022), educating around the values necessary for life in an egalitarian society that will serve as an

example to future generations. According to Berry and Wilkins (2017), boys and girls need to see a

variety of characters with a range of personality traits and behaviours, along with multiple activities

capable of minimising the belief that there is only one prescribed way to identify as male or female.

Finally, following the review of the literature and the subsequent analysis carried out, it has become

clear that there are some studies that have not allowed access to the full texts, which is an obstacle

to the compilation and triangulation with other studies. Likewise, the scarcity of published research

on this topic in the databases consulted has been highlighted. This is why we consider it necessary

to support this type of research in order to contrast, from a diachronic point of view, the content of

popular productions with that of the present day. A study of this level could provide us with a great

deal of information, since it would be interesting to observe the general tendencies, that is to say, of

reform or preservation of the status quo, with regard to sexist language.

Abad, C. & Pruden, S. (2013). Do historybooks really break children’s gender stereotypes? Frontiers

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Adukia, A., Chiril, P., Christ, C., Das, A., Eble, A., Harrison, E. & Runesha, H. (2022). Tales and Tro-

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Ajmal, M. A., Gull, K. & Lodhi, M. A. (2023). Deconstructing Gender Stereotypes in Children Literature

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