Investigating Gender Stereotypes embedded in Gujarati Nursery Rhymes taught in Schools

Abstract

This paper posits that the language employed in nursery rhymes assumes a profoundly influential role in perpetuating stereotypes pertaining to gender-based roles. The focus lies predominantly on the portrayal and reinforcement of stereotypical roles deemed suitable for specific genders in Gujarati language. Extensive scholarly discourse addresses the impact and integral role of children's literature in the multifaceted journey of child development. However, there remains a dearth of attention accorded to the consequential formation of stereotypes that can arise from the literary materials consumed and recited by young children. The construction and consolidation of stereotypes and prejudices are intricately linked to the intricate process of social categorization, drawing upon individual experiences and the dynamics of social learning. Notably, the content of nursery rhymes to which toddlers are exposed in educational settings can serve as a fertile basis for the germination of stereotypes and prejudices.