Abstract
This article examines reader development as a key factor in understanding the pathways through which readers connect to gender expansive books, and relates those concepts to the corpus of books available for elementary level readers. The article provides evidence for the importance of attending to both book quantity and quality, as well as thoughtfully scaffolding the use of gender inclusive texts in rich classroom contexts, bringing new lenses of connections and disconnections, queering, and other ways of reading against the grain to reconsider mainstream titles. A qualitative study of gender expansive elementary school students engaging in a book group discussion using literature with gender expansive characters is presented. The study was aimed at understanding how children interact with books inclusive of gender diversity and how the visibility of gender creative and transgender characters is essential for reader empowerment, self-development, and acceptance of others.
Similar content being viewed by others
Notes
All names for individuals in the study are pseudonyms.
While Nevada was using he/him/his pronouns at the time of the book group, by the time of the interview two months later, Nevada had transitioned to she/her/hers pronouns. To recognize this transition without causing excessive confusion, she/her/hers pronouns will be used when referring to the interview, and pronouns marked with asterisks will be used when referring to her participation in the book group and her earlier childhood (she*/her*/hers*).
References
Adichie, Chimamanda. (2009). The Danger of a Single Story [Online video]. Oxford UK: TEDGlobal.
Baldacchino, Christine. (2014). Morris Micklewhite and the Tangerine Dress. Toronto, ON: Groundwood Books.
Bedford, David. (2008). It’s a George Thing. Glasgow: Egmont.
Bickford, John H., III. (2018). Examining LGBTQ-Based Literature Intended for Primary and Intermediate Elementary Students. The Elementary School Journal, 118(3), 409–425.
Bishop, Rudine Sims (1990). Mirrors, Window, and Sliding Glass Doors. Perspectives: Choosing and Using Books for the Classroom, 6(3).
Bittner, Robert, Ingrey, Jennifer, and Stamper, Christine (2016). Queer and Trans-Themed Books for Young Readers: A Critical Review. Discourse: Studies in the Cultural Politics of Education, 37(6), 948–964.
Blackburn, Mollie V., and Clark, Caroline T. (2011). Becoming Readers of Literature with LGBT Themes. In S.A. Wolf, K. Coats, P. Enciso and C.A. Jenkins (Eds.), Handbook of Research on Children’s and Young Adult LiteratureNew York: Routledge.
Bluemle, Elizabeth (2009). Where’s Ramona Quimby, Black and Pretty? ShelfTalker. Accessed June 27, 2019 from http://blogs.publishersweekly.com/blogs/shelftalker/?p=409.
Botelho, Maria José, and Rudman, Masha Kabakow. (2009). Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors. New York: Routledge.
Britzman, Deborah P. (1995). Is There a Queer Pedagogy? Or Stop Thinking Straight. Educational Theory, 45(2), 151–165.
Carlsen, G. Robert. (1974). Literature IS. English Journal, 63(2), 23–27.
Carr, Jennifer. (2010). Be Who You Are! Bloomington, IN: AuthorHouse.
Cart, Michael, and Jenkins, Christine A. (2006). The Heart Has its Reasons. Young adult literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: The Scarecrow Press.
Casey, Jo., Hester, Beth Landis, and Saunders, Catherine. (2010). The Princess Encyclopedia. New York: DK Publishing.
Chambers, Aidan (1993/1996). Tell Me: Children, Reading, and Talk. York, ME: Stenhouse.
Crisp, Thomas (2008). The Trouble with Rainbow Boys. Children’s Literature in Education, 39, 237–261.
Crisp, Thomas, and Hiller, Brittany (2011). “Is This a Boy or a Girl?” Rethinking Sex-Role Representation in Caldecott Medal-Winning Picturebooks. Children’s Literature in Education, 42, 201–212.
Crisp, Thomas, Gardner, Roberta Price, and Almeida, Matheus (2018). The All-Heterosexual World of Children’s Nonfiction: A Critical Content Analysis of LGBTQ Identities in Orbis Pictus Award Books, 1990–2017. Children’s Literature in Education, 49, 246–263.
Davids, Stacy B. (2015). Annie’s Plaid Shirt. North Miami Beach, FL: Upswing Press.
DePalma, Renee (2016). Gay Penguins, Sissy Ducklings …and Beyond? Exploring gender and sexuality diversity through Children’s Literature. Discourse: Studies in the Cultural Politics of Education, 37(6), 828–845.
Donelson, Kenneth, and Nilsen, Aileen Pace. (1999). Literature for Today’s Young Adults. Glenview, IL: Scott Foresman.
Droege, Tiffany Renee (2017). Teaching Tolerance Through Literature. How Including LGBTIQ Titles in Your Library Can Increase Acceptance. In Mikulec, E.A. & Miller, P.C. (Eds.), Queering Classrooms. Personal Narratives and Education Practices to Support LGBTQ Youth in Schools, 145–154.
Duron, Lori. (2013). Raising My Rainbow. Adventures in Raising a Fabulous, Gender Creative Son. New York: Broadway Books.
Earles, Jennifer (2017). Reading gender: a feminist, queer approach to children’s literature and children’s discursive agency. Gender and Education, 29(3), 369–388. https://doi.org/10.1080/09540253.2016.1156062.
Early, Margaret J. (1960). Stages of Growth in Literary Appreciation. The English Journal, 49(3), 161–167.
Ehrensaft, Diane. (2011). Gender Born, Gender Made. Raising healthy gender-nonconforming children. New York, NY: The Experiment.
Ewert, Marcus. (2008). 10,000 Dresses. New York: Seven Stories Press.
Flanagan, Victoria. (2007). Into the Closet: Cross-Dressing and the Gendered Body in Children’s Literature and Film. New York, NY: Routledge.
Frawley, Timothy J. (2008). Gender Schema and Prejudicial Recall: How Children Misremember, Fabricate, and Distort Gendered Picture Book Information. Journal of Research in Childhood Education, 22(3), 291–303.
Garayúa-Tudryn, Barbie (2018). On Truth and Neutrality. Teaching Tolerance. Accessed July 10, 2019 from https://www.tolerance.org/magazine/on-truth-and-neutrality.
Glaser, Barney G., and Strauss, Anselm L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Aldine Publishing Company.
Hagerman, Dana & Luecke, Julie C. (2012). Stuck in Neutral: Exploring Disconnections in Text to Teach for Social Justice. Presentation at the Wisconsin Council of Teachers of English Convention, “Literacy, Diversity, And Reflection,” October 11, 2012, Madison, Wisconsin.
Hall, Michael. (2015). Red: A Crayon’s Story. New York: Greenwillow Books.
Hartman, Douglas K., and Hartman, Jeanette A. (1993). Reading Across Texts: Expanding the Role of the Readers. The Reading Teacher, 47(3), 202–211.
Herthel, Jessica, and Jennings, Jazz. (2014). I Am Jazz. New York: Dial Books for Young Readers.
Hoffman, Sara & Ian (2014). Jacob’s New Dress. Chicago: Albert Whitman & Company.
Jones, Stephanie, Clarke, Lane W., and Enriquez, Grace. (2010). The Reading Turn-Around. A Five-Part Framework for Differentiated Instruction. New York: Teachers College.
Kay, Verla. (2007). Rough, Tough Charley. Berkeley: Tricycle Press.
Keene, Ellin Oliver & Zimmerman, Susan (1997). Mosaic of Thought. Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.
Killermann, Sam. (2017). A Guide to Gender. The Social Justice Advocate’s Handbook. Austin, Texas: Impetus Books.
Kilodavis, Cheryl. (2009). My Princess Boy. New York: Simon and Schuster.
Kozak, Stephanie, and Recchia, Holly (2019). Reading and the Development of Social Understanding: Implications for the Literacy Classroom. The Reading Teacher, 72(5), 569–577.
Kumashiro, Kevin. (2009). Against Common Sense. Teaching and Learning Toward Social Justice, Revised. New York: Routledge.
Lesesne, Teri S. (2003). Making the Match. The Right Book for the Right Reader at the Right Time, Grades 4–12. Portland, ME: Stenhouse Publishers.
Lester, Jasmine Z. (2014). Homonormativity in Children’s Literature: An Intersectional Analysis of Queer-Themed Picture Books. Journal of LGBT Youth, 11(3), 244–275.
Logan, Stephanie R., Watson, Dwight C., Hood, Yolanda, and Lasswell, Terri A. (2016). Multicultural Inclusion of Lesbian and Gay Literature Themes in elementary Classrooms. Equity & Excellence in Education, 49(3), 380–393.
Luecke, Julie C. (2011). Working with Transgender Children and Their Classmates in Pre-Adolescence: Just Be Supportive. Journal of LGBT Youth, 8(2), 116–156.
Luecke, Julie C. (2018). The Gender Facilitative School: Advocating Authenticity for Gender Expansive Children in Pre-Adolescence. Improving Schools, 21(3), 269–284.
Lukoff, Kyle (2015). Evaluating Transgender Picture Books; Calling for Better Ones. School Library Journal. Accessed June 5, 2015 from https://www.slj.com/?detailStory=evaluating-transgender-picture-books-requesting-better-ones.
Martino, Wayne, and Cumming-Potvin, Wendy (2014). Teaching About Sexual Minorities and “Princes Boys”: A Queer and Trans-Infused Approach to Investigating LGBTQ-Themed Texts in the Elementary School Classroom. Discourse: Studies in the Cultural Politics of Education, 37(6), 807–827.
Martino, Wayne, and Cumming-Potvin, Wendy (2015). Teaching about “Princess Boys” or Not: The Case of One Male Elementary School Teacher and the Polemics of Gender Expression and Embodiment. Men and Masculinities, 18(1), 79–99.
McAdam, Julie E. (2019). Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care. Cambridge Journal of Education, 49(3), 293–307. https://doi.org/10.1080/0305764X.2018.1524001.
Miller, Jennifer (2017). A Little Queer. Ambivalence and the Work of Gender Play in Children’s Literature. In C.D. Reinhard and C.J. Olson (Eds.), Heroes, Heroines, and Everything in Between. Challenging Gender and Sexuality Stereotypes in Children’s Entertainment MediaLanham: Lexington Books.
Miller, Jennifer (2018). For the Little Queers: Imagining Queerness in “New” Queer Children’s Literature. Journal of Homosexuality, https://doi.org/10.1080/00918369.2018.1514204.
Miller, sj (2019). About Gender Identity Justice in Schools and Communities. New York: Teachers College Press.
Naidoo, Jamie Campbell (2017). Welcoming Rainbow Families in the Classroom: Suggestions and Recommendations for Including LGBTQ Children’s Books in the Curricula. Social Education, 81(5), 308–315.
Naidoo, Jamie Campbell (2018). A Rainbow of Creativity. Exploring Drag Queen Storytimes and Gender Creative Programming in Public Libraries. Children & Libraries, Winter, 2018, 12–20.
Newman, Lesléa. (2017). Sparkle Boy. New York: Lee & Low Books.
Parsons, Linda T. (2015). Learning from preservice teachers’ response to trans-themed young adult literature: improving personal practice in teacher education. Discourse: Studies in the Cultural Politics of Education, 37(6), 933–947.
Perkins, Mitali (2012, January 23). Questions About Power in Stories and Storytelling. Accessed April 7, 2012 from http://www.mitaliblog.com/2012/01/questions-about-power-in-stories-and.html.
Rands, Kathleen E. (2009). Considering transgender people in education. A gender-complex approach. Journal of Teacher Education, 60(4), 419–431.
Rockefeller, Elsworth I. (2009). Selection, Inclusion, Evaluation, and Defense of Transgender-Inclusive Fiction for Young Adults: A Resource Guide. Journal of LGBT Youth, 6(2–3), 288–309.
Rosenblatt, Louise M. (1995). Literature as Exploration, 5th ed. New York: Modern Language Association of America.
Rosenblatt, Louise M. (1982). The Literary Transaction: Evocation and Response. Theory Into Practice, 21(4), 268–277.
Ryan, Caitlin L., and Hermann-Wilmarth, Jill M. (2013). Already on the Shelf: Queer Readings of Award-Winning Children’s Literature. Journal of Literacy Research, 45(2), 142–172.
Ryan, Caitlin L., and Hermann-Wilmarth, Jill M. (2018). Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom. New York: Teachers College Press.
Ryan, Caitlin L., Patraw, Jasmine M., and Bednar, Maree (2013). Discussing Princess Boys and Pregnant Men: Teaching About Gender Diversity and Transgender Experiences Within an Elementary School Curriculum. Journal of LGBT Youth, 10(1–2), 83–105.
Schieble, Melissa (2012). A Critical Discourse Analysis of Teachers’ Views on LGBT Literature. Discourse: Studies in the Cultural Politics of Education, 33(2), 207–222.
Sciurba, Katie (2017a). Flowers, Dancing, Dresses, and Dolls: Picture Book Representations of Gender-Variant Males. Children’s Literature in Education, 48, 276–293.
Sciurba, Katie (2017b). Journeys Toward Textual Relevance: Male Readers of Color and the Significance of Malcolm X and Harry Potter. Journal of Literacy Research, 49(3), 371–392.
Sciurba, Katie (2018). Identical Readers, Identical Readings?: First-Generation Twin Brothers and the Process of Constructing Textual Relevance. Multicultural Learning and Teaching 13(2), N.PAG.
Siebler, Kay (2010). Transqueer Representation and How We Educate. Journal of LGBTQ Youth, 7(4), 320–345.
Sloan, Glenna (2002). Reader Response in Perspective. Journal of Children’s Literature, 28(1), 22–30.
Spradley, James P. (1980). Participant Observation. New York, NY: Holt, Rinehart and Winston.
Spradley, James P. (1979). The Ethnographic Interview. New York, NY: Holt, Rinehart and Winston.
Venzo, Paul (2017). Reading Them In. Using LGBT Child and Young Adult Literature in Preservice Teacher Education. In Mikulec, E.A. & Miller, P.C. (Eds.), Queering Classrooms. Personal Narratives and Education Practices to Support LGBTQ Youth in Schools, 111–126.
Zolotow, Charlotte. (1972). William’s Doll. New York: Harper Collins.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The author declares that they have no conflict of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Julie C. Luecke is an Associate Professor and Associate Dean of Education at Edgewood College in Madison, Wisconsin. Her work is grounded in building support structures for gender expansive students and their peers through educational policy and practice, including the use of children's and young adult literature.
Rights and permissions
About this article
Cite this article
Luecke, J.C. Using Literature to Make Expansive Genders Visible for Pre-adolescent Readers. Child Lit Educ 54, 17–38 (2023). https://doi.org/10.1007/s10583-021-09447-8
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10583-021-09447-8