What books should we like? A study of gender differences and stereotypes in the reading behaviors of Chinese middle school students

Abstract

IntroductionThis study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported.MethodsA mixed‐methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t‐test and chi‐square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices.ResultsThis study revealed a number of gender‐linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action‐based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender.ConclusionThe mixed‐methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.