GENDER AND TOYS

Course Information
TitleΦΥΛΟ ΚΑΙ ΠΑΙΧΝΙΔΙ / GENDER AND TOYS
CodeΕ-61
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorDimitra Kogkidou
CommonYes
StatusInactive
Course ID600000837
Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600130920
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Learning Outcomes
The special objectives of the course are: This course will give students the opportunity to learn about and reflect on how toys are influenced by gender stereotypes and how children and their families are impacted by those messages. • Students will reflect on how toys are categorized as “girl toys,” “boy toys” or ‘’neutral’’ • Students will develop an understanding of gender stereotyping • Students will explore the concept of gender-neutral toys • Students will reflect on how toy marketing has an enormous impact on girls’ attitudes – and, indeed those of boys – especially on their perceptions about, STEM subjects (science, technology, engineering and math) • Students will reflect on how gendered toys influence career choices
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
Course Content (Syllabus)
Τoy play is a fundamental aspect of children’s daily experience. People might think that toys are more androgynous these days, but if they go into any toy shop they will find separate aisles, and even separate floors, for girls and boys. There is a clear gender divide: princesses and dolls for the girls, superheroes and vehicles for the boys. In our society, very few toys are free of gender packaging and most toys are either associated with girls or boys. The packaging is geared towards either boys or girls by color, wording and the images portrayed on them. This creates the impression that certain toys are just for boys and others just for girls, and so some toys are completely out of bounds. “Girl toys” tend to focus on domesticity, nurturing and appearance whereas “boy toys” emphasize building, action and aggressive play. Does this simply reflect the different interests that boys and girls have? Or are toy manufacturers imposing gender stereotypes on children? Biology doesn’t justify gender divide for toys. Childhood should be a time of creativity, imagination and endless possibilities, but the toy industry limits children’s horizons by pushing outdated gender stereotypes on them. Gender stereotypes in children’s toys have profound implications. Research directly ties gender-defined toys to children’s interests and future aspirations. Studies have found that gendered toys do shape children’s play preferences and styles. Because gendered toys limit the range of skills and attributes that both boys and girls can explore through play, they may prevent children from developing their full range of interests, preferences, and talents. Science shows gender neutral toys empower children, and possibly society at large. There has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. Children's toys also influence their career choices. De-gendering toys allows children to be free to explore their diverse interests beyond the narrow confines of gender stereotypes. De-gendering toys will allow children, and arguably society at large, to reap long-term benefits: when we offer kids equal choices from an early age, it logically follows that they will continue to expect and demand equality in their personal, social and professional lives. Toys are for fun, for learning, for stoking imagination and encouraging creativity. Children should feel free to play with the toys that most interest them. Toy industries should stop limiting children’s interests by promoting some toys as only suitable for girls, and others only for boys. Toys should be inclusive. Rather than relying on and reinforcing stereotypes, children’s toys need to accurately reflect the diverse experiences and interests of children. This would mean moving away from gender-categorization and stereotypical depictions. Gender marketing for children’s toys needs to end. The days of pink and blue toy aisles may soon be a thing of the past, as toy manufacturers and big-box retailers move to eliminate gendered toy marketing. Gendered Toys • The role of play in development and learning • Gender Stereotyping of Children's Toys • Kids’ Toys: More Gendered now than ever before. • Play as Curriculum Gendered marketing of toys • Gender divide: blue and pink sections for “boys'” toys and “girls' toys. • Marketing the gender gap. • Gendered advertising of toys • The ethical implications of gendered toy marketing • Toy manufacturers and big-box retailers move to eliminate gendered toy marketing. Playing beyond gender stereotypes • How gender stereotypes creep into every day play • How our minds, society and neurosexism create difference • Gendered toy marketing contributes to a culture of bullying by reinforcing homophobic and misogynistic beliefs. • Boys are especially stigmatised for crossing the gender line in toys – a fact that seems to arise from misogyny, homophobia and transphobia Characteristics of boys’ and girls’ toys • Different types of toys (‘masculine’ or ‘feminine’) -different features – different skills • Implications of gender stereotypes in children’s toys • Gender-defined toys and children’s interests and future aspirations • Gender differences in children’s toy requests • The construction of children’s experiences and interests with ‘’feminine’’, ‘’masculine’’, and neutral toys • The impact of colour on children’s toy preferences ‘’Girl toys / Boy toys’’ or ‘’ Gender -Neutral’’ • Pink v blue - are children born with gender preferences οr preferences for pink / blue are socially constructed? • Pink and gendered marketing: how pink became “girly” • The Princess culture • Barbie and others fashion dolls: how they affect girls’ ideas of their future capabilities. • Dolls with more realistic, “body positive” images of girls • Dolls who empower children • The gendered marketing of toys and the early sexualisation of young girls • Superheroes -The making of men: masculinities, sexualities • Gender –Neutral toys Toys and gender gap • Why it’s imperative to teach empathy to boys • Toy ‘’for girls’’ has an enormous impact on girls’ attitudes about STEM subjects (science, technology, engineering and maths) • Lego -STEM toys for girls: girls are only interested in baking, decorating houses and getting their hair done at a salon? • The War on Pink: STEM toys for girls are good for girls? Dolls, Trucks and the Workplace Gender Divide • Gender, toys and learning • The educational value of toys and their impact on learning • The science gender gap and toys • The impact of gender stereotypical play on children's future subject preferences and job prospects The fightback against gendered toys • Why it is important to break down gender stereotypes in children’s toys? • Ending gender-based toy marketing • “Let Toys Be Toys”: leader in the campaign against gendered marketing of toys
Keywords
Gendered Toys, Gendered marketing of toys, gender stereotypes, Toys and gender gap
Educational Material Types
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures602✓
Reading Assigment301✓
Written assigments602✓
Total1505
Student Assessment
Description
The evaluation of the students is based on critical issues’ development.
Student Assessment methods
  • Written Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
Δήμητρα Κογκίδου (2015) ‘’Πέρα απο το ροζ και το γαλάζιο. –Όλα τα παιχνίδια για όλα τα παιδιά’’. Θεσσαλονίκη: Επίκεντρο. ISBN 9789604586004 Κωδικός στον Εύδοξο: 50657756
Additional bibliography for study
ΒΙΒΛΙΟΓΡΑΦΙΑ Ξενόγλωσση/ Ελληνόγλωσση Αυγητίδου, Σ. (2001). Το παιδικό παιχνίδι: διερεύνηση της συνεργατικής δόμησης του κόσμου των παιδιών στην προσχολική εκπαίδευση. Στο Σ. Αυγητίδου (Επιμ.) Το παιχνίδι: Σύγχρονες ερευνητικές και διδακτικές προσεγγίσεις (σ. 179-154). Αθήνα: Τυπωθήτω- Δαρδανός. AAUW (2010), “Why So Few? Women in Science, Technology, Engineering and Mathematics”. Washington, DC: American Association of University Women. Abbott, N. & Cameron, L. (2014). What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In-Group Bias on Assertive Bystander Intervention Intentions. Journal of Social Issues, 70, 167–18. Alexander, A., & Morrison, M. (1995). Electric toyland and the structures of power: An analysis of critical studies on children as consumers. Critical Studies in Mass Communication. 12, 344–353. Almqvist, B. (1989). Age and gender differences in children’s Christmas requests. Play and Culture, 2, 2–19. American Institutes for Research (AIR) -Turk-Bicakci, L. & Berger. Α.(2014). Leaving STEM: STEM Ph.D. Holders in Non-STEM Careers. Στο: http://www.air.org/sites/default/files/downloads/report/STEM%20PhDs%20in%20non-STEM%20Careers_July%202014.pdf American Psychological Association, Task Force on the Sexualization of Girls. (2007). Report of the APA Task Force on the sexualization of girls. Στο: http://www.apa.org/pi/women/programs/girls/report-full.pdf Anders N. (2005). Children’s toy collections in Sweden –a less gender typed country? Sex Roles, 52(1), 93 – 102. Auster, C. & Mansbach, C. (2012). The gender marketing of toys: An analysis of colour and type of toy on the Disney Store website. Sex roles, 67 (7-8), 375-388. Archer, L., Dewitt, J. & Willis, B. (2014) Adolescent boys’ science aspirations: Masculinity, capital and power. Journal of Research in Science Teaching, 51 (1), 1–30 Archer. L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2013) Not Girly, not sexy, not glamorous: Primary school girls’ and parents’ constructions of science aspirations. Journal of Pedagogy, Culture & Society, 21 (1), 171–194. Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). “Balancing acts”: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96, 967–989 Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2012). Science Aspirations and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. Aspires (2013) What shapes children’s science and career aspirations age 10–13? Interim Research Summary. London: King’s College London Bandura, A. (1977) Social learning theory. N.J.: Prentice Hill Bachen, C. M., & Illouz, E. (1996). Imagining romance: Young people’s cultural models of romance and love. Critical Studies in Mass Communication, 13, 279-308. Barnett, R. C., & Hyde, J. S. (2001). Women, men, work, and family. American Psychologist, 56, 781–796. Βecky F. (2010). Gender, toys and learning. Oxford Review of Education, 36 (3), 325-344. Benton, B. (2013). Gender, Games, and Toys: Role Communication and Socialization through Play, Communication Teacher, 27(3), 141 -145. Berk, L.E. & Winsler, A. (1995). Scaffolding children's learning: Vvgotsky and early childhood education. Washington, DC: NAEYC. Betz D. & Sekaquaptewa D. (2012). My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls, Social Psychological and Personality Science, 3, 738-746. Blakemore, J. & Centers, R. E. (2005). Characteristics of boys’ and girls’ toys. Sex Roles, 53, 619-633. Blakemore, J., LaRue, A. & Olejnik, A. (1979). Sexappropriate toy preference and the ability to conceptualize toys as sex-role related. Developmental Psychology, 15, 339–340. Buchbinder, D. (1994) Masculinities and Identities, Carlton, Victoria: Melbourne, University Press. Bury, R. (2011). She’s Geeky: the performance of identity among women working in IT, International journal of gender, science and technology, 3(1), 33-53. Butler, J. (2004) Undoing Gender, New York: Routledge. Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. New York/London: Routledge. Butler, J. (1993) Bodies that Matter: On the Discursive Limits of «Sex». New York: Routledge. Bradbard, M. R. (1985). Sex differences in adults’ gifts and children’s toy requests at Christmas. Psychological Reports, 56, 969–970. Bradbard, M. R., & Parkman, S. A. (1984). Gender differences in preschool children’s toy requests. Journal of Genetic Psychology, 145, 283–284. Bradley, B. S., & Gobbart, S. K. (1989). Determinants of gender-typed play in toddlers. Journal of Genetic Psychology, 150, 453-455. Brown, L. M. (2014). Parenting Beyond Pink and Blue: How to Raise Your Kids Free of Gender Stereotypes. USA:Ten Speed Press. Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women’s psychology and girls’ development. Cambridge, MA: Harvard University Press. Calaprice, A. (Ed.) (2002). Dear Professor Einstein -Albert Einstein's Letters to and from Children. New York: Prometheus Books Caldera, Y. M., Huston, A. C., & O'Brien, M. (1989). Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys. Child Development, 60, 70-76. Campbell, A., Shirley, L., Heywood, C., & Crook, C. (2000). Infants’ visual preference for sex-congruent babies, children, toys and activities: A longitudinal study. British Journal of Developmental Psychology, 18, 479–498. Campenni E. (1999) Gender Stereotyping of Children's Toys: A Comparison of Parents and Nonparents. Sex Roles. 40, 121-138. Caravita, C., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18, 140–163. Carlson, E.A., Egeland, B., & Sroufe, A. (2004). The construction of experience: A longitudinal study of representation and behavior. Child Development, 75(1), 66-83. Kapur, J. (1999). Out of control: Television and the transformation of childhood in late capitalism. In M. Kinder (Ed.) Kids’media culture (pp. 122–136). Durham: Duke University Press. Carr, C.L. (1998). Tomboy resistance and conformity: Agency in social psychological gender theory. Gender and Society, 12, 528-553. Carter, D. B., & Levy, G. D. (1988). Cognitive aspects of early sex-role development: The influence of gender schemas on preschoolers’ memories and preferences for sex-typed toys and activities. Child Development, 59, 782–792. Cherney, I. & Dempsey, J. (2010) Young Children's Classification, Stereotyping and Play Behaviour for Gender Neutral and Ambiguous Toys, Educational Psychology, 30(6), 651-669. Cherney, I., Harper, H., & Winter, J. (2006). Nouveaux jouets: Ce que les enfants identifient comme 'jouets de garcons' et 'jouets de filles.' Enfance, 58(3), 266-282. Chiu, S. W., Gervan, S., Fairbrother, C., Johnson, L. L., Owen-Anderson, A. F. H., Bradley, S. J., & Zucker, K. J. (2006). Sex-dimorphic colour preference in children with gender identity disorder: A comparison to clinical and community controls. Sex Roles, 55, 385-395. Connell, R.W. (1995) Masculinities. Cambridge/Oxford: Polity Press/Blackwell. Δεληγιάννη-Κουϊμτζή, Β. & Σακκά, Δ. (Επιμ.). (2007). Από την εφηβεία στην ενήλικη ζωή: Μελέτες για τις ταυτότητες φύλου στη σύγχρονη ελληνική πραγματικότητα. Αθήνα: Gutenberg. Δεληγιάννη-Κουϊμτζή, Β. & Σακκά, Δ. (2005). Μεγαλώνοντας ως αγόρι: Διερεύνηση της ανάπτυξης της ανδρικής ταυτότητας στην εφηβική ηλικία. Αθήνα: Gutenberg. Delphy, C. (1993). Rethinking sex and gender, Women's Studies International Forum, 16, 1, 1-9. Also in Leonard, D. & Adkins, L. (1996) (Εds) Sex in Question: French Materialist Feminism, London: Taylor & Francis, pp.30-41. Downs, A. C. (1983). Letters to Santa Claus: Elementary schoolage children’s sex-typed toy preferences in a natural setting. Sex Roles, 9, 159–163. Durkin, S. J., & Paxton, S. J. (2002). Predictors of vulnerability to reduced body image satisfaction and psychological well-being in response to exposure to idealized female media images in adolescent girls. Journal of Psychosomatic Research, 53, 995-1005. Duveen, G., & Lloyd, B. (1990). Introduction. In G. Duveen & B. Lloyd (Eds.), Social representations and the development of knowledge (pp. 1-10). England: Cambridge University Press. Eisenberg, N., & Fabes, R. A. (1990). Empathy: conceptionization, measurement, and relation to prosocial behavior. Motivation and Emotion, 14, 131–149. Eisenberg, N., Wolchik, S. A., Hernandez, R., & Pasternack, J. F. (1985). Parental socialization of young children's play: A short-term longitudinal study. Child Development, 56, 1506-1513. Eliot, l. (2010). Pink brain, Blue brain: How small differences grow into troublesome gaps - And what we can do about it. New York: Houghton Mifflin Harcourt. Escudero, P., Robbins, R. & Johnson, S. (2013). Sex-related preferences for real and doll faces versus real and toy objects in young infants and adults. Journal of Experimental Child Psychology, 116(2), 367-379. Etaugh, C., & Liss, M. (1992). Home, school, and playroom: Training grounds for adult gender roles. Sex Roles, 26(3-4), 129-147. Foucault, M.(1982) [1978] Ιστορία της Σεξουαλικότητας: 1. Η Δίψα της Γνώσης, (μετ. Γ. Ροζάκη). Αθήνα: Ράππα. Fagot, B. I. (1978). The influence of sex of child on parental reactions to toddler children. Child Development, 49, 459-465. Fagot, B. I., & Hagan, R. (1991). Observations of parent reactions to sex-stereotyped behaviours: Age and sex effects. Child Development, 62, 617-628. Fine C (2014). Neuroscience, gender, and 'development to' and 'from': The example of toy preferences. In J. Clausen & N. Levy (Eds), The Handbook of Neuroethics. Dordrecht: Springer Science & Business Media. Fine C. (2010) Delusions of Gender: How our minds, society and neurosexism create difference. New York: W. W. Norton & Company Fine, C., Jordan-Young, R., Kaiser, A. & Rippon, G. (2010) Plasticity, plasticity, plasticity…and the rigid problem of sex. Trends in Cognitive Sciences, 17 (11), 550–551 Fisher-Thompson, D., Sausa, A. D., & Wright, T. F. (1995). Toy selection for children: Personality and toy request influences. Sex Roles, 33, 239–255. Fisher-Thompson, D. (1993). Adult toy purchases for children: Factors affecting sex-typed toy selection. Journal of Applied Developmental Psychology, 14, 385-406. Fisher-Thompson, D. (1990). Adult sex typing of children's toys. Sex Roles, 23, 291-302. Frascati Manual (2002). Proposed Standard Practice for Surveys on Research and Experimental Development, OECD. (Revised Fields of Science, 2007). Freeman, N. (2007). Preschoolers' perceptions of gender appropriate toys and their parents' beliefs about genderized behaviors: Miscommunication, mixed messages, or hidden truths? Early Childhood Education Journal, 34(5), 357-366. Johnson, F. & Young Κ. (2002). Gendered voices in children’s television advertising. Critical Studies in Media Communication, 19(4), 461-480. Jordan-Young, R. (2012). Hormones, context, and “Brain Gender”: A review of evidence from congenital adrenal hyperplasia. Social Science & Medicine, 74 (11), 1738-1744. Gadalla, T.M. (1999). Are more women studying computer science? Resources for Feminist Research, 27, 137-142. Gerber, R. (2009). Barbie and Ruth: The Story of the World's Most Famous Doll and the Woman Who Created Her. New York: HarperBusiness Gill, R. & Grint, K. (Eds.) (1995) The gender-technology relation: Contemporary theory and research. London: Taylor & Francis. Gilbert, R. & Gilbert, P. (1998). Masculinity Goes to School, London: Routledge. Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31, 93–105. Glick, P., Larsen, S., Johnson, C., & Branstiter, H. (2005). Evaluations of sexy women in low- and high-status jobs. Psychology of Women Quarterly, 29, 389-395. Glover, A. (1998). The role of play in development and learning. In E. Dau & E. Jones (Eds.), Child's play Revisiting play in early childhood settings. 5-45. Sydney: MacLennan & Petty. Goldman C. (2013). Bullied: What Every Parent, Teacher, and Kid Needs to Know About Ending the Cycle of Fear. San Francisco:HarperOne. Hains R. (2014). The Princess Problem: Guiding Our Girls through the Princess-Obsessed Years. Illinois: Sourcebooks. Hapnes, T. & Sorensen, K.H. (1995). Competition and collaboration in male shaping of computing: A study of a Norwegian hacker culture. In R. Gill & K. Grint (Eds.) The gender-technology relation: Contemporary theory and research, (pp. 174-191). London:Taylor & Francis. Harrison, K. (2000). The body electric: Thin-ideal media and eating disorders in adolescents. Journal of Communication, 50, 119-143. Henshaw, A., Kelly, J.,& Gratton, C. (1992). Skipping's for girls: Children's perceptions of gender roles and gender preferences. Educational Research, 34(3), 229-235. Hill, C., Corbett, C. & St. Rose, A. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. AAUW’s research report. Washington: AAUW. Στο: http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf Hofschire, L. J., & Greenberg, B. S. (2001). Media’s impact on adolescents’ body dissatisfaction. In J. D. Brown & J. R. Steele (Eds.), Sexual teens, sexual media (pp. 125-149). Mahwah, NJ: Erlbaum. Honig, A. S. (2006). What infants, toddlers and preschoolers learn form play: 12 ideas, Montessori Life, 18(1), 16-21. Hull, J., Hull, D. & Knopp, C. (2011).The Impact of Color on Ratings of "Girl" and "Boy" Toys. North American Journal of Psychology, 11(3), 549-562. Idle, T., Wood, E., & Desmarais, S. (1993). Gender role socialization in toy play situations: Mothers and fathers with their sons and daughters. Sex Roles, 28, 679-691. Institute of Physics (2012) It’s Different for Girls: The influence of schools – An exploration of data from the National Pupil Database looking at progression to A-level physics in 2011 from different types of school at Key Stage 4. London: Institute of Physics Institute of Physics (2013) Closing Doors. Exploring gender and subject choice in schools. London: Institute for Physics Johnson F. & Young K. (2002) Gendered voices in children’s television advertising. Critical Studies in Media Communication, 19(4), 461-480. Κογκίδου Δ. (2014) «Κοριτσίστικα /Αγορίστικα» ή «Ουδέτερα ως προς το φύλο» παιχνίδια; Στο: Μ. Τζεκάκη & Μ. Κανατσούλη (Επιμ.) Πρακτικά του Πανελλήνιου συνεδρίου με διεθνή συμμετοχή: Ανα-Στοχασμοί για την Παιδική Ηλικία (σελ 798 -817). Θεσσαλονίκη: ΤΕΠΑΕ, ΑΠΘ. Ιστοσελίδα: http://www.nured.auth.gr/congress2014/ Κογκίδου Δ. (2014α) «Θέλετε παιχνίδι για αγοράκι ή για κοριτσάκι;» Παιδο–Ματιές, 2, 38 -41. Στο: http://www.readpoint.com/paidomaties.aspx Kane J. & Mertz J. (2012). Debunking Myths about Gender and Mathematics Performance. Notices of the American Mathematical Society (AMS), 59 (1), 10-21. Kahlenberg, S. & Hein, M.(2010). Progression on nickelodeon? Gender role stereotypes in toy commercials, Sex Roles, 62 (11), 830-847 Kimmel, M. (1996). Manhood in America: A Cultural History. New York: the Free Press. Klugman, K. (1999). A bad hair day for G. I. Joe. In B. L. Clark & M. R. Higonnet (Eds.), Girls, boys, books, toys (pp. 169–182). Baltimore: Johns Hopkins University Press. Kohlberg, L. (1966). A cognitive-developmental analysis of children’s sex-role concepts and attitudes, in E. Maccoby (Ed.) The development of sex differences. London:Tavistock Lamb, S., & Brown, L. M. (2006). Packaging girlhood: Rescuing our daughters from marketers’ schemes. New York: St.Martin’s Press. Leonard, D. & Adkins, L. (1996). (Eds) Sex in Question: French Materialist Feminism, London: Taylor & Francis. Lindsey, E.W. & Colwell, M.J. (2013). Pretend and physical play: links to preschooler’s affective social competence. Merrill-Palmer Quarterly, 59 (3), 330-360 Linn, S. (2004). Consuming kids: The hostile takeover of childhood. New York: The New Press. Lytton, H., & Romney, D. (1991). Parents' differential socialization of boys and girls: A meta- analysis. Psychological Bulletin, 109, 267-296. Mac An Ghaill, M. (1994) The Making of Men: Masculinities, Sexualities and Schooling, Buckingham: Open University Press. Margolis, J. & Fisher, A.(2003). Unlocking the clubhouse: Women in computing Cambridge, MA: MIT Press. Markee, N. L., Pedersen, E. L., Murray, C. I., & Stacey, P. B. (1994).What role do fashion dolls play in socialization of children? Perceptual and Motor Skills, 79, 187–190. Martin, C., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13(2), 67-70 Martin, C., Eisenbud, L. & Rose, H. (1995). Children’s gender –based reasoning about toys, Child development, 66(5), 1453 – 1471. Martin, C. (1989). Children’s use of gender-related information in making social judgments. Developmental Psychology, 25, 80–88. McCathren, R. B., Warren, S. F., & Yoder, P. (1996). Prelinguistic predictors of later language development. In K. N. Cole, P. S. Dale, & D. J. Thal (Eds.), Assessment of coatmmunication and language, (pp. 57-75). Baltimore: Paul H. Brookes. Mills, J., Polivy, J., Herman, C. P., & Tiggemann, M. (2002). Effects of exposure to thin media images: Evidence of selfenhancement among restrained eaters. Personality and Social Psychology Bulletin, 28, 1687-1699. Mischel, W. (1966). A social learning view of sex differences in behaviour. In E. E. Maccoby (Ed.), The development of sex differences (pp. 56-81). Stanford CT: Stanford University Press. National Science Foundation & National Center for Science and Engineering Statistics. (2012). Doctorate recipients from U.S. universities: 2012 (Special Report NSF 14-305). Arlington, VA: Authors. Στο: http://www.nsf.gov/statistics/sed/2012/ Nesdale, D., & Todd, P. (2000). Effect of contact on intercultural acceptance: a field study. International Journal of Intercultural Relations, 24, 341–360. Oakley, A. (1985) [1972] Sex, Gender and Society, Aldershot, Hants: Gower. O'Brien, J., Coker, P, Lynn, R., Suppinger, R., Pearigen, T, Rabon, S., St-Aubin, M., & Ward, A. T. (2000).The impact of occupational therapy on a child's playfulness. Occupational Therapy in Health Care, 72(213), 39-51. OECD (2013a). PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed. Paris: OECD Στο:http://dx.doi.org/10.1787/9789264201132-en OECD (2013d), Innovative Learning Environments, Paris: OECD. Στο:http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm OECD (2010). PISA 2009 Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science (Volume I), Paris: OECD. OECD - PISA 2012 results for the United States. Στο:http://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf OECD - PISA 2012. Paris: OECD. Στο:http://www.oecd.org/pisa/ Ofsted –Office for Standards in Education, Children’s Services and Skills (2011). Girls’ Career Aspirations. Manchester: OFSTED Oldenziel, R. (2001). Man the maker, woman the consumer: The consumption junction revisited. In A.N.H. Creager, L.L. Schiebinger & E. Lunbeck (Εds.) Feminism in twentieth-century science, technology, and medicine. (pp. 128-148). Chicago: University of Chicago Press. Πολίτης Φ. (2006). Οι «Ανδρικές Ταυτότητες» στο Σχολείο -Ετεροσεξουαλικότητα, Ομοφυλοφοβία και Μισογυνισμός, Προλογικό Σημείωμα: Δ. Κογκίδου. Θεσσαλονίκη: Επίκεντρο. Palmer S. (2006). Toxic Childhood: How The Modern World Is Damaging Our Children And What We Can Do About It. London: Orion. Paoletti J. (2012). Pink and Blue -Telling the Boys from the Girls in America. Bloomington: Indiana University Press. Peretti, P., & Sydney, T. (1984). Parental toy choice stereotyping and its effects on child toy preference and sex-role typing. Social Behavior and Personality, 12, 213-216. Pettigrew, T. F., & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38, 922–934. Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton. Picariello, M., Greenberg, D. & Pillemer, D. (1990). Children's sex-related stereotyping of colors. Child Development, 61(5), 1453-1460. Pomerleau, A., Bolduc, D., Malcuit, G., & Cossette, L. (1990). Pink or blue: Environmental gender stereotypes in the first two years of life. Sex Roles, 22(5-6), 359-367. Richardson, J. G., & Simpson, C. H. (1982). Children, gender, and social structure: An analysis of the contents of letters to Santa Claus. Child Development, 53, 429–436. Rheingold, H. L., & Cook, K. V. (1975). The contents of boys’ and girls’ rooms as an index of parents’ behavior. Child Development, 46, 459–463. Roan, A. & Whitehouse, G. (2007). Women, information technology and ‘waves of optimism': Australian evidence on ‘mixed-skill' jobs. New Technology, Work and Employment, 22, 21-33. Roopnarine, J. L. (1986). Mothers' and fathers' behaviours toward the toy play of their infant sons and daughters. Sex Roles, 14, 59-68. Rosser, S.V. (2006). Using the lenses of feminist theories to focus on women and technology. In M.F. Fox, D.G. Johnson & S.V. Rosser (Eds.) Women, gender, and technology. (pp. 13-46). Chicago: University of Illinois Press. Ruble, D., Taylor, L., Cyphers, L., Greulich, F., Lurye, L. & Shrout, P. (2007). The role of gender constancy in early gender development, Child Development, 78(4), 1121 – 1136. Σαχίνη Ε., Μάλλιου Ν. & Σαμαρά Μ. (2014). Η συμμετοχή των γυναικών στην Έρευνα και Ανάπτυξη στην Ελλάδα το 2011. Αθήνα: Εθνικό Κέντρο Τεκμηρίωσης Sαnchez, J. F., Greenberg, T. S., Liu, M. W. & Vilain, E. (2009) “Reported effects of masculine ideals on gay men”, Psychology of Men and Masculinity, 10 (1), 73 –87. Schooler, D., & Ward, L.M. (2006). Average joes: Men’s relationships with media, real bodies, and sexuality. Psychology of Men and Masculinity, 7, 27-41. Scott-Dixon, K. (2004). Doing IT: Women working in information technology. Toronto: Sumach Press. Serbin, L. A., Poulin-Dubois, D., Colburne, K. A., Sen, M. G., & Eichstedt, J. A. (2001). Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year. International Journal of Behavioral Development, 25, 7–15. Servin, A., Bohlin, G., & Berlin, L. (1999). Sex differences in 1-, 3-, and 5-year-olds’ toy-choice in a structured play-session. Scandinavian Journal of Psychology, 40, 43–48. Sherman, A. M. & Zurbriggen, E.L. (2014). “Boys Can Be Anything”: Effect of Barbie Play on Girls’ Career Cognitions. Sex Roles, 70, 5-6, 195-208. Shore, R., (1997). Rethinking the brain. New insights into early development. New York: Families and Work Institute. Snow, M., Jacklin, C., & Maccoby, E. (1983). Sex-of-child differences in father-child interaction at one year of age. Child Development, 54, 227-232. Stice, E., Schupak-Neuberg, E., Shaw, H., & Stein, R. (1994). Relation of media exposure to eating disorder symptomatology: An examination of mediating mechanisms. Journal of Abnormal Psychology, 103, 836-840. Tainis-LeMonda, C. S., & Bornstein, M. H. (1996). Variation in children's exploratory, nonsymbolic and symbolic play: An exploratory multidimensional framework. In R. Rovee-Collier & L. Lipsitt (Eds.), Advances in infancy research, vol. 10, 37-78. TISME -The Targeted Initiative on Science and Mathematics Education (2013). What influences participation in science and mathematics? A briefing paper from the Targeted Initiative on Science and Mathematics Education (TISME). London: ESRC Thomsen, S. R., Weber,M.M., & Brown, L. B. (2002).The relationship between reading beauty and fashion magazines and the use of pathogenic dieting methods among adolescent females. Adolescence, 37, 1-18. Turkle, S. (2008).(Ed.). Falling for Science: Objects in Mind. USA: MIT Press. Yoder, J. D., & Schleicher,T. L. (1996). Undergraduates regard deviation from occupational gender stereotypes as costly for women. Sex Roles, 34, 171-188. Vygotsky L. S., (1997). Νους στην κοινωνία: Η ανάπτυξη των ανωτέρων ψυχολογικών διεργασιών (Eπιμ. Σ. Βoσνιάδου, μτφρ. Σ. Βοσνιάδου & Α. Μπίμπου). Αθήνα: Gutenberg. Zaman, A. (2007). Gender-sensitive teaching: A refective approach for early childhood education teacher training programs. American Association of Colleges for Teacher Education, 129(1), 110-118. Zecharia, A., Cosgrave, E., Thomas L. & Jones, R. (2014). Through Both Eyes the case for a Gender Lens in STEM. London: ScienceGrrl. Στο: http://sciencegrrl.co.uk/assets/SCIENCE-GRRL-Stem-Report_FINAL_WEBLINKS-1.pdf Zosuls, K., Ruble, D., Tamis-LeMonda, C., Shrout, P., Bornstein, M. & Greulich, F.(2009). The Acquisition of Gender Labels in Infancy: Implications for Gender-Typed Play, Developmental Psychology, 45(3), 688-701. Ward, L. M. (2004). Wading through the stereotypes: Positive and negative associations between media use and Black adolescents’ conceptions of self. Developmental Psychology, 40, 284-294. Wardle, F. (1987). Getting back to the basics of children's play. Child Care Information Exchange, Sept., 27-30. Wajcman, J. (2004). TechnoFeminism. UK: Polity Press. Wellcome Trust (2013) Wellcome Trust Monitor Wave 2. Tracking public views on science, biomedical research and science education. London: Wellcome Trust Wittig, M. (1982). The category of sex, Feminist Issues, 2 (2), 63-68. Wood, E., Desmarais, S. & Gugula, S. (2002).The impact of parenting experience on gender stereotyped toy play of children, Sex Roles, 47 (1/2), 39-49. Wood, W., & Eagly, A. H. (2002). A cross-cultural analysis of the behavior of women and men: Implications for the origins of sex differences. Psychological Bulletin, 128, 699-727. Woodfield, R. (2000). Women, work and computing. Cambridge: Cambridge University Press. World Bank. (2011). World development report 2012: Gender equality and development. The World Bank, Washington, D.C.: USA. World Bank (2008). Girls’ Education in the 21st Century. The World Bank, Washington, D.C.: USA. Διαδικτυακές πηγές Abadi, P. (2013, June 5). Kids’ Toys: More Gendered Than Ever. Ms Magazine Στο: http://msmagazine.com/blog/2013/06/05/kids-toys-more-gendered-than-ever/ Allen, G. & Farmer Kris, D. (2014, June 25). Why It’s Imperative to Teach Empathy to Boys. MindShift. Στο: http://blogs.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/ Asher –Perrin, E. (2014, April 30). No, McDonald’s Did Not Do A Good Job With Its Spider-Man Toys “For Girls.” TOR.COM. Στο: http://www.tor.com/blogs/2014/04/no-mcdonalds-did-not-do-a-good-job-with-its-spider-man-toys-qfor-girlsq Ayres-Brown, Α. (2014, April, 21). McDonald's Gave Me the “Girl's Toy” With My Happy Meal. So I Went to the CEO.The XX Factor. Στο:http://www.slate.com/blogs/xx_factor/2014/04/21/mcdonald_s_and_me_my_fight_to_end_gendered_happy_meal_toys.html Barford, V. (2014, January 27). Do children's toys influence their career choices? BBC News Magazine. Στο: http://www.bbc.com/news/magazine-25857895 Bennhold, K. (2012, July 31). Toys start the gender equality rift.International New York Times. Στο: http://www.nytimes.com/2012/08/01/world/europe/01iht-letter01.html Boholtz, S. (2013, March 12). This Is What You Get When Toy Companies Think Girls Need Glitter To Love Science. The Huffington Post. Στο: http://www.huffingtonpost.com/2013/12/03/girls-science-toys_n_4346336.html Borromeo, L. (2014, February 27). Barbie in Sports Illustrated? Time to challenge gender marketing to children. Τheguardian. Στο: http://www.theguardian.com/sustainable-business/barbie-sports-illustrated-challenge-gender-marketing-children Brasted M. (2010, February 17). Care Bears vs. Transformers: Gender Stereotypes in Advertisements. The Socjournal. Στο: http://www.sociology.org/author/monicabrasted British Library’s ‘Oral History of British Science’. Στο: http://www.bl.uk/voices-of-science Butler, B. (2013, November 22). Can a toy company inspire girls to become engineers? The Washington Post. Στο: http://www.washingtonpost.com/blogs/she-the-people/wp/2013/11/22/can-a-toy-company-inspire-girls-to-become-engineers/ Cliffords, S. (2012, December 3). More Dads Buy the Toys, So Barbie, and Stores, Get Makeovers. NYTimes. Στο: http://www.nytimes.com/2012/12/04/business/more-dads-buy-the-toys-so-barbie-and-stores-get-makeovers.html?_r=0 Cochrane K. (2014, April 22). The fightback against gendered toys. The Guardian. Στο: http://www.theguardian.com/lifeandstyle/2014/apr/22/gendered-toys-stereotypes-boy-girl-segregation-equality Coyle, E. (2010, May 16). Student Study Shows How Barbie Affects Girls’ Ideas of Their Future Capabilities. News -Washington and Lee University. Στο:http://www2.wlu.edu/x48373.xml Danno, C. (2014, February 18). Toys should encourage gender neutrality. Videtteonline -Illinois State University’s News Source. Στο:http://www.videtteonline.com/index.php/2014/02/18/toys-should-encourage-gender-neutrality/ Davies, J. (2014, July 7). Entrepreneur Barbie: stop telling girls that business values appearance. The Guardian. Στο:http://www.theguardian.com/women-in-leadership/2014/jul/07/i-run-my-own-business-so-why-am-i-worrying-about-my-looks Dockterman, E (2014, February 2). The War on Pink: GoldieBlox Toys Ignite Debate Over What’s Good For Girls. Time. Στο: http://time.com/3281/goldie-blox-pink-aisle-debate/ Eskander, S. (2014, May 7). Guys and dolls: Veteran toy designer wrestles with the industry’s gender divide. Συνέντευξη της Stefanie Eskander στον Hunter Oatman –Stanford. CW –Collectors Weekly. Στο: http://www.collectorsweekly.com/articles/veteran-toy-designer-wrestles-with-gender-divide/ Eurorean Centre for Women and Technology (ECWT). Στο: www.womenandtechnology.eu Fairfield H. & McLean A. (2012, February 4). Girls Lead in Science Exam, but Not in the United States - Interactive Graphic (Source: Organization for Economic Cooperation and Development). NYTimes. Στο: http://www.nytimes.com/interactive/2013/02/04/science/girls-lead-in-science-exam-but-not-in-the-united-states.html?_r=0 Filipovic J. (2013, November 22). What's the problem if a boy wants to put on a dress or girls act masculine? Τheguardian. Στο:http://www.theguardian.com/commentisfree/2013/nov/22/punish-kids-cross-gender-play-abuse Fine, C. (2014, March 31). Biology doesn't justify gender divide for toys. New Scientist. Στο: http://www.newscientist.com/article/dn25306-biology-doesnt-justify-gender-divide-for-toys.html#.UzYFTM4Rtx_ Fine, C. (2013, October 4). Interview. Let Toys Be Toys. Στο: http://www.lettoysbetoys.org.uk/interview-with-neuroscientist-cordelia-fine/ Fine, C. (2013, November 27). Interview -Dolls, Trucks and the Workplace Gender Divide. Play Unlimite -Every Toy for Every Body. Στο: http://www.playunlimited.org.au/2013/11/27/dolls-trucks-workplace-gender-divide/ Garfinkle S. (2009, December 1). Pink vs. Blue: Boys, Girls and the Toys They Love - On Parenting. The Washington Post. Στο:http://voices.washingtonpost.com/parenting/2009/01/pink_v_blue.html Gender Controversy Stacks Up Against 'Lego Friends.' (2012, January 18). NPR News. Στο:http://www.npr.org/2012/01/18/145397007/gender-controversy-stacks-up-against-lego-friends Girls Who Code. Mη κερδοσκοπική οργάνωση στις Η.Π.Α. για την ισότητα των φύλων στον τομέα της πληροφορικής. Στο: http://girlswhocode.com/ Goldiner, D. (2006, May 25). Parents KO dolls: Hasbro axes dirty dancer toys for girls. The New York Daily News. Στο:http://www.thefreelibrary.com/Addressing+the+sexualization+of+girls+through+comprehensive+programs,...-a0194331815 Hess A. (2013, February 8).The science gender gap: The U.S. has one of the worst in the developed world. The XX Factor. Στο:http://www.slate.com/blogs/xx_factor/2013/02/08/the_math_gender_gap_the_u_s_has_one_of_the_worst_in_the_developed_world.html Hix, L. (2010, August 9). Fightin’ Femmes: Unmasking female superheroes with author Mike Madrid. CW –Collectors Weekly. Στο: http://www.collectorsweekly.com/articles/fightin-femmes-unmasking-female-superheroes-with-comic-book-historian-mike-madrid/ Κογκίδου Δ. (2014β, 4 Δεκεμβρίου). Τα παιχνίδια των παιδιών: Περισσότερο έμφυλα από ποτέ. TVXS - TV Χωρίς Σύνορα. Στο: http://tvxs.gr/news/egrapsan-eipan/ta-paixnidia-ton-paidion-perissotero-emfyla-apo-pote Κογκίδου Δ. (2014γ, 13 Απριλίου). Θα αγοράσετε κούκλα στο αγοράκι σας; alterthess.gr. Στο: http://www.alterthess.gr/content/tha-agorasete-koykla-sto-agoraki-sas Κογκίδου Δ. (2014δ, 2 Σεπτεμβρίου). Επικίνδυνες κούκλες; Ο κίνδυνος της πρόωρης σεξουαλικοποίησης των μικρών κοριτσιών . TVXS - TV Χωρίς Σύνορα. Στο: http://tvxs.gr/news/paideia/epikindynes-koykles-o-kindynos-tis-prooris-seksoyalikopoiisis-ton-koritsion Κογκίδου Δ. (2014ε, 9 Οκτωβρίου). Πέρα από το ροζ και το γαλάζιο. TVXS - TV Χωρίς Σύνορα. Στο: http://www.tvxs.gr/news/paideia/pera-apo-roz-kai-galazio#.VDad2hzu6bQ.facebook Κογκίδου Δ. (2014στ, 18 Δεκέμβρη). Τα έμφυλα στερεότυπα δεν έχουν θέση κάτω από το Χριστουγεννιάτικο δέντρο. TVXS - TV Χωρίς Σύνορα. Στο: http://tvxs.gr/news/paideia/ta-emfyla-stereotypa-den-exoyn-thesi-kato-apo-xristoygenniatiko-dentro#.VJM0uM9gcGM.facebook Lego & Gender (2012, February 6). Part 2: The Boys Club. Feminist Frequency. Στο: http://www.feministfrequency.com/2012/02/lego-gender-part-2-the-boys-club/ Lepkowska D. (2008, December 16). Playing fair? The Guardian. Στο: http://www.theguardian.com/education/2008/dec/16/play Let Toys Be Toys. (2014, November 30). Online retailers less sexist this Christmas Στο: http://www.lettoysbetoys.org.uk/online-retailers-less-sexist-this-christmas/ Μήτρου, Λ. (2010, 6 Νοεμβρίου). Cinderella ή Cyberella: Η γυναίκα στην ψηφιακή εποχή παραμένει σε επίπεδα αναλφαβητισμού. Βήμα Ιδεών. Στο: http://www.vimaideon.gr//Article.aspx?d=20101106&nid=17744736&sn=%CE%9A%CE%A5%CE%A1%CE%99%CE%9F%20%CE%A4%CE%95%CE%A5%CE%A7%CE%9F%CE%A3&spid=1478 Mangan, K. (2012, October 29).Despite Efforts to Close Gender Gaps, Some Disciplines Remain. The Chronicle of Higher Education. Στο: http://chronicle.com/article/In-Terms-of-Gender/135304/?cid=at&utm_source=at&utm_medium=en McLaren, L. (2014, Octοber 16). Gender marketing for children’s toys needs to end. The Globe and Mail. Στο: http://www.theglobeandmail.com/life/parenting/gender-marketing-for-childrens-toys-needs-to-end/article21124842/ Orenstein, P. (2011, December 29). Does stripping gender from toys really make sense? NYTimes. Στο: http://www.nytimes.com/2011/12/30/opinion/does-stripping-gender-from-toys-really-make-sense.html?_r=1& Orenstein, P. (2011, June 19). The ghettoisation of pink: how it has cornered the little-girl market. The Guardian. Στο: http://www.theguardian.com/society/2011/jun/19/peggy-orenstein-pink-conspiracy-cinderella Papantoniou, N. (2012, February 22). Barbie's Careers Through the Years. MORE Magazine. Στο: http://www.more.com/barbies-career Paton, G. (2014, January 1). Gender specific toys 'put girls off' maths and science. Telegraph.Στο:http://www.telegraph.co.uk/education/educationnews/10578106/Gender-specific-toys-put-girls-off-maths-and-science.html Pickett, D. (2012, May 8). Part I: Historical perspective on the Lego gender gap. Sociological Images. Στο: http://thesocietypages.org/socimages/2012/05/08/part-i-historical-perspective-on-the-lego-gender-gap/ Prowal, M. (2001, December 29). Toy and gender is not about political correctness. Campbell River Mirror. Στο: http://www.campbellrivermirror.com/opinion/letters/136398073.html Rush, E. (2014, January 22). Ethics, marketing and children -A interview with Dr Emma Rush. Play Unlimited –Every Toy for Every Body. Στο: http://www.playunlimited.org.au/2014/01/22/ethics-marketing-children-and-emma-rush/ Σύμβαση για τα Δικαιώματα του Παιδιού / Convention on the Rights of the Child. Resolution 44/25 on 20.11.1989, United Nations, Office of the High Commissioner for the Human Rights. Στα ελληνικά στο: http://www.0-18.gr/gia-megaloys/ta-dikaiomata-toy-paidioy ScienceGrrl. Μη κερδοσκοπική οργάνωση για την ενθάρρυνση των γυναικών να ακολουθήσουν καριέρες στον τομέα των STEM. Στο: www.sciencegrrl.co.uk Sheff, D. (2005, January 4). New babes in toyland:Trollz. The New York Times. Στο: http://www.nytimes.com/2005/01/04/arts/04trol.html Smriti, S.(2014, July 1). Albert Einstein's Reply to a Female Fan's Confession Should Be in Every Science Textbook. Identities Mic. Στο: http://mic.com/articles/92585/albert-einstein-s-reply-to-a-female-fan-s-confession-should-be-in-every-science-textbook Smriti, S.( (2014, July 21). Finally an Intelligent Alternative to Barbie Little Girls May Actually Want to Play With. Identities. Mic. Στο: http://mic.com/articles/94580/there-s-finally-an-intelligent-alternative-to-barbie-little-girls-may-actually-want-to-play-with Stampler, L. (2015, January 30). Bye, Bye, Barbie: 2015 Is the Year We Abandon Unrealistic Beauty Ideals. Time. Στο: http://time.com/3667580/mattel-barbie-earnings-plus-size-body-image/ Steve, R. (2014, August 8). Gender specific toys ain't over yet. ToyNews. Στο: http://www.toynews-online.biz/opinion/read/gender-specific-toys-ain-t-over-yet/042897 Sweet, E. (2013, November 26). Is Separate Really Equal When It Comes To Gender Assigned Toys? Princess Free Zone. Στο:http://princessfreezone.com/pfz-blog/2013/11/26/guest-blog-is-separate-really-equal-when-it-comes-to-gender.html Sweet, E. (2013, December 11). Marketing the gender gap. -A interview interview with Dr Elizabeth Sweet. Play Unlimited –Every Toy for Every Body. Στο: http://www.playunlimited.org.au/2013/12/11/305/ Sweet, E. (2012, December 21). Gender-Based Toy Marketing Returns. NYTimes.com Στο: http://www.nytimes.com/2012/12/23/opinion/sunday/gender-based-toy-marketing-returns.html?_r=1& Valenti, J. (2014, August 5). Let's end pink-ification: must the 'girls' aisle be full of sexist toys and clothes? Τheguardian. Στο: http://www.theguardian.com/commentisfree/2014/aug/05/girls-aisle-sexist-toys-clothes Vizard, S. (2013, December 18). Morrisons next on Let Toys Be Toys hitlist after M&S agrees to gender-neutral toy marketing. Marketing Week. Στο: http://www.marketingweek.co.uk/sectors/retail/morrisons-next-on-let-toys-be-toys-hitlist-after-ms-agrees-to-gender-neutral-toy-marketing/4008935.article Wainman, R. (2014, February 14). Boys and their toys: have science-themed toys had an impact on women’s careers? The Guardian. Στο: http://www.theguardian.com/science/the-h-word/2014/feb/14/boys-toys-science-impact-women-careers-history Wallwork, E. (2014, September 3). Barbie and Lego voted favourite toy brands by children. Parentdish. Στο: http://www.parentdish.co.uk/2014/09/03/barbie-and-lego-voted-favourite-toy-brands-by-children/ Walter, N. (2003, November 24) Buy your son a Barbie for Christmas. The Guardian. Στο:http://www.theguardian.com/world/2003/nov/24/gender.uk Wardle, F. (2010, August 16). Play as Curriculum. Εarly childhood news. Στο:http://www2.ku.edu/~soe/news-events/08-12/admissions/Play%20As%20Curriculum.pdf Wieners, B. ( 2011, December 14). Lego Is for Girls, Bloomberg Businessweek. Στο: http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#p1 Williams, Z. (2014, August 9). Move over Barbie: the cool kids are playing with Lego paleontologists. The Guardian. Στο: http://www.theguardian.com/society/2014/aug/09/girls-play-are-gender-stereotyped-toys-on-way-out Wittenberg-Cox, A. (2014, September 15). LEGO’s Girl Problem Starts with Management. Harvard Business Review. Στο: http://blogs.hbr.org/2014/09/legos-girl-problem-starts-with-management/ Zecharia, A. (2014, April 9). Girls are kept out of science jobs by unhelpful stereotypes. The Conversation. Στο: http://theconversation.com/girls-are-kept-out-of-science-jobs-by-unhelpful-stereotypes-25105
Last Update
08-07-2016