Gender differences in children's literacy practices

Both Martino (2001) and Kamler (1994) seemed to indicate there was complicated differences in literacy practices between boys and girls. Kamler's article about gender differences in children's writing was interesting in that it showed how boys and girls constructed their writing and expressed their experiences in a different way. In addition, their use of language in writing was different in terms of choice of vocabulary and interpreting their activities: the boy was focusing more active and robust actions than the girl. Even though Martino did not compare how boys and girls engage in reading different genres, his article definitely showed that boys had generally different reading preferences from girls.


As both authors implied, these gender differences in literacy practices are deeply rooted in gendered social practices that reproduce gender images. In this respect, it might be natural that children's choice of literacy practices are different by their socially constructed concept of genders because what they experience as boys or girls are different in their context.


However, taking a close look at boy's reading preferences in Martino's articles, (I might read it in a wrong way), allows me to see how these differences that we feel are actually something generalized by its majority. I mean that what we think of boy's reading preferences actually represents just a certain portion of the complicated picure of boys' reading preferneces. The details and other portion of this picture can be easily unnoticeable and also ignored because the social norms on literacy practices are gendered like other part of our culture bcecaus the social forces to simplify the complicated reality. As Martino indicated, the idea tha boys refuse reading and do not show interests in reading is based on social norms.

What was interesting to me in Martino's article was that a number of boys rejecting reading actually enjoyed reading other types of texts than literary texts. I think it might mean that these boys are reluctant to say that they like reading because literacy practices are socially considered more feminine activities rather than masculine.
The reluctance to avoid "not being" normal is also shown in the girls in Lalik and Oliver's (2007) article. As Lalik and Oliver described, the girls tried to avoid to use terminology that reminded of homosexuals.

The gender differences in literacy practices are socailly constructed. Kamler (1994) indicated that educators need to see these differences critically. It may mean that educators should help children experience various types of genres that are not gendered to question, challenge and resist the social norms on gender roles. Along with this, I think that children also have opportunity to share their real interests without any reluctance and talk about what makes the reluctance when they have interests different from one that considered to belong to one's gender.