South Carolina Association for Middle Level Education Journal
Abstract
The classification and promotion of books based on gender significantly affect middle education, where reading behaviors and external influences notably shape identity development. This paper examines the impact of gendered literature in middle schools on students’ academic engagement, social development, and self-concept. The article illustrates the repercussions of maintaining gender binaries in educational literature using examples from classroom practices and library systems, while advocating for a more inclusive methodology in book selection and curriculum development.
Recommended Citation
Adkins, P. (2025). The gendering of literature in middle school. South Carolina Association for Middle Level Education Journal, 4, 158-159.
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