臺灣博碩士論文加值系統

本研究以30、60、90年代紐伯瑞得獎作品為研究對象，探討不同年代的得獎作品中，女性主角的形塑及其特色。本研究主要以內容分析法，分析三個不同年代中27本以女性為主角的得獎作品。藉由分析作品之顯性內涵與隱性內涵，發現得獎作品中女性主角的相同與相異之處，並歸納出各個年代的特色。同時，藉由探討歷史脈絡與文本之間的關係，試圖找出由30年代到90年代，美國主流社會的價值觀及其對青少女的期許的趨勢與變化。本研究主要發現如下:
一、不同年代的作者無可避免的受到所處年代及其當時社會的影響並將之呈現於作品之中。30年代美國正值經濟恐慌，在衰退與災難頻仍的年代中，人們亟需面對生存的課題。本年代得獎作品以女性作者佔絕大多數，其比例高達82.3％。但在如此高的比例下，作品中以女性為主角者僅佔29.0％。可見當時的女性作家偏好以男性為故事主角，得獎作品中之女性主角描繪亦偏向傳統之女性角色。女主角均善解人意且表現照顧他人的天性與傾向。描繪方式反映出30年代之特性與女性在當時的地位，女性在就業市場上並無太多機會，社會對女性的主要期待亦著重於相夫教子。總體而言，她們依賴性重，尚未發展自我意識及自覺。
二、1960年代美國進入蓬勃發展的年代。此時期弱勢族群紛紛尋求自我權益，各種運動風起雲湧，女性運動亦於此時興起，要求與男性享有同等之權益。然而本年代之得獎作品中，並未見此一趨勢。男性作家之數量有所增長，但女性作家仍佔多數，其所佔比例為52.8％。與30年代相仿，女性作家的絕對多數並未反映於其書中的主角性別上，本年代得獎作品中以女性為主角者僅佔19.4％。此時期之女性角色自我認同仍以尋求社會認同為主。比照當時社會走上街頭、要求兩性平權的女性運動，得獎作品中的女性主角仍被描繪成在父權體系下尋求認同的小女子。
三、隨著蘇聯瓦解，冷戰結束，90年代的美國人遂成世界唯一強國。此時期中，美國吸引大量移民並進入多元化的年代。由得獎作品之作者性別觀之，女性作者仍佔61.1%的多數。但與30及60年代不同的是，此時期的女性作者偏好以女性為其書中的主角，得獎作品中以女性為主角者佔44.4%。此外，多元文化亦展現在故事背景設定及主角族裔呈現上。此時期女性主角來自不同文化、族群、以及經濟背景，對主角性格之描繪亦走向多元化。作品中女性主角之自我認同亦趨向多元，主要在體認自身之價值而非迎合社會標準。

The purpose of this study was to examine Newbery award winning books featuring female protagonists in the 1930s, 1960s and 1990s in terms of gender presentation. Areas concerning female portrayal, process of self-identification, and social support received by the female main characters were included.

This study used content analysis to analyze the ways female protagonists are portrayed in 27 Newbery books in the 1930s, 1960s and 1990s. Similarities and differences between female main characters in the same decades were examined to find a common trait or criteria for the shaping of a female role model. Comparisons between three different decades were conducted to see the changes of gender identity from the 1930s to the 1990s. By examining these books in their historical context as well as in their relation to each other, the researcher proposed to analyze the ways in which authors addressed the issue of gender in Newbery books as well as to document the progression in children’s literature dealing with gender relations that these books represented.

The findings of this study include:
1. Writers of different decades are inevitably influenced by the time and place they lived in and expressed the influences in their work. The Great Depression in the 1930s featured this decade with economic downturns and people in this decade faced an important issue of survival. The overwhelming numbers of female writers of award winning books do not reflect in creations of main characters. While 82.3% of the awarded writers are females, only 29.0% of awarded books featured female protagonists. Female protagonists in this decade are described as comforting, selfless and nurturing. They are guided mainly by successful and reasonable male adults. Such descriptions reflect historical background of this period for in the 1930s, women did not have many chances in the job market, they were supposed to be engaged in family issues such as supporting their husbands and taking care of children. Generally speaking, they relied on males and did not develop self identity and self awareness.
2. The 1960s were marked by prosperity and changes. In this decade, minorities, including women, began to speak for their own rights. Social standards setting by patriarchy were challenged and females yarned for more freedom and rights equal to males. What happened in the society did not extend to the selections and creations of Newbery award winning books. Percentages of male writers increased a lot comparing to the thirties, but females still outnumbered males in writing award winning books. The total percentage of female writers for awarded books is 52.8%. But again, like what found in the thirties, books featured female protagonists occupied only 19.4%. Female protagonists are described as completing self-identification by adopting social standards. In real life, women went on streets for equal rights and challenged the society. But for the Newbery award books, female protagonists still identified themselves with the rules setting by the society of patriarchy.
3. The United States became the most powerful nation of the world in the nineties both in economic and military conditions. It attracted a lot of immigrants with various ethnic backgrounds and the nation was entering an age of multiculturalism. For Newbery award winning books, percentage of female writers is 61.1%. This also reflects in the selection of main characters. Percentage of books featured female protagonists is 44.4%. Unlike what found in the thirties and sixties, female writers in this decade tend to depict girls as the main characters in their stories. Female protagonists in this decade are described as coming from various ethnic backgrounds with different economic conditions and diversified characteristics. Moreover, those books stress on females recognizing their own values instead of coping with the social standard.

TABLE OF CONTENTS

Chapter 1: Introduction 1
1.1 Statement of the Problem 2
1.2 Purpose of the Study 4
1.3 Research Questions 5
1.4 Limitations 5
1.5 Definition of Terms 6
1.6 Significance of the Study 7

Chapter 2: Literature Review 10
2.1 Newbery Medal 10
2.2 Gender Representation in Children’s Literature 13
2.2.1 Gender Stereotypes in Children’s Literature 13
2.2.2 Female Archetypes in Children’s Literature 18
2.3 Gender Issues in Award-Winning Adolescent Novels 24
2.3.1 Gender Bias in Newbery Medal and Honor Books 24
2.3.2 Heroine in Newbery Medal Books 31
2.3.3 Domestic Research 35
2.4 Children’s Psychology 38
2.4.1 Development for Adolescents 38
2.4.2 Gender Identity and Self-esteem of Adolescent Girls 48
2.5 Feminism: Constitution of Female Self-identification 52
2.6 Summary 57

Chapter 3: Methodology 60
3.1 Rationale for using Content Analysis 60
3.2 Selection of the Population Researched 64
3.3 Procedures Used for the Study 66
3.4 Analysis Tools 69
3.4.1 Coding Categories 69
3.4.2 Reliability and Validity 72

Chapter 4: Data Analysis 75
4.1 Analysis of Female Protagonists in the 1930s 75
4.1.1 General Depiction of Awaqrded Books in the 1930s 76
4.1.2 The Mian Character: Self-esteem/ Self-identity 79
4.1.3 Main Supporter or Adviser 87
4.1.4 Major Companion 91
4.1.5 Summary 95
4.2 Analysis of Female Protagonists in the 1960s 96
4.2.1 General Depiction of Awaqrded Books in the 1960s 96
4.2.2 The Mian Character: Self-esteem/ Self-identity 99
4.2.3 Main Supporter or Adviser 109
4.2.4 Major Companion 113
4.2.5 Summary 118
4.3 Analysis of Female Protagonists in the 1990s 119
4.3.1 General Depiction of Awaqrded Books in the 1990s 120
4.3.2 The Mian Character: Self-esteem/ Self-identity 123
4.3.3 Main Supporter or Adviser 134
4.3.4 Major Companion 139
4.3.5 Summary 145

Chapter 5: Analysis of Findings 146
5.1 Analysis of Selected Books in the 1930s, 1960s and 1990s 146
5.2 From Innocent to Mature: Ways of Becoming a Woman 152
5.3 Images of Advisers 158
5.4 Images of Major Companions 164
5.5 Summary 169

Chapter 6: Conclusions 172
6.1 Conclusions 172
6.2 Suggestions 178

References 183

Appendices 197
A: Total Popultation Used in this Dissertation 198
B: Books Featured Female Protagonists in Total Population 203
C: Books Selected for this Dissertation 205
D: Summaries for Books Selected 206
E: Abbreviations of Books Selected for this Dissertation 217
F: Coding Categories 218
G: Reliability Statistics 221



List of Tables

Table 2-3-1: Eight Stages of Psychosocial Development by Erikson 39
Table 3-4-1: Resources for Categories in Manifest Content 69
Table 3-4-2: Resources for Categories in Latent Content 71
Table 4-1-1: Gender of the Authors in 1930s 76
Table 4-1-2: Gender of the Protagonists in 1930s 77
Table 4-1-3: 1930s author * Protagonist Crosstabulation and Chi-Square Tests 78
Table 4-2-1: Gender of the Authors in 1960s 97
Table 4-2-2: Gender of the Protagonists in 1960s 98
Table 4-2-3: 1960s author * Protagonist Crosstabulation and Chi-Square Tests 98
Table 4-3-1: Gender of the Authors in 1990s 120
Table 4-3-2: Gender of the Protagonists in 1990s 121
Table 4-3-3: 1990s author * Protagonist Crosstabulation and Chi-Square Tests 122
Table 5-1-1: Year * gender of Authors Crosstabulation and Chi-Square Tests 146
Table 5-1-2: Year * gender of Protagonists Crosstabulation and Chi-Square Tests 148
Table 5-1-3: genderAU * Protagonists Crosstabulation and Chi-Square Tests 150
Table 5-2-1: Crosstabulation of Awarded Year & Place 152
Table 5-2-2: Immigration and Foreign Born, 1951-2000 153
Table 5-2-3: Crosstabulation of Awarded Year & MP3 155
Table 5-3-1: Crosstabulation of Awarded Year & MA2 159
Table 5-3-2: Crosstabulation of Awarded Year & MA4 160
Table 5-3-3: Crosstabulation between Awarded Year & LA1 162
Table 5-3-4: Crosstabulation between Gender & LA1 163
Table 5-3-5: Crosstabulation of Awarded Year & LA2 163
Table 5-3-6: Crosstabulation between Gender & LA2 164
Table 5-4-1: Crosstabulation of Awarded Year & MC2 165
Table 5-4-2: Crosstabulation of Awarded Year & MC4 166
Table 5-4-3: Crosstabulation of Awarded Year & MC5 166
Table 5-4-4: Crosstabulation between Gender & MC2 167


List of Figures

Figure 3-3-1: Flowchart of Current Research 68
Figure 4-1-1: Gender of the Authors in 1930s 77
Figure 4-1-2: Gender of the Protagonists in 1930s 78
Figure 4-1-3: Gender of the Authors vs. Gender of the Protagonists in 1930s 79
Figure 4-2-1: Gender of the Authors in 1960s 97
Figure 4-2-2: Gender of the Protagonists in 1960s 98
Figure 4-2-3: Gender of the Authors vs. Gender of the Protagonists in 1930s 99
Figure 4-3-1: Gender of the Authors in 1990s 121
Figure 4-3-2: Gender of the Protagonists in 1990s 122
Figure 4-3-3: Gender of the Authors vs. Gender of the Protagonists in 1930s 123
Figure 5-1-1: Gender of the Authors (Decade Distribution) 147
Figure 5-1-2: Gender of the Protagonists (Decade Distribution) 149
Figure 5-1-3: Gender of the Authors vs. Gender of the Protagonists 151
Figure 5-2-1: Decade Distribution of Place Setting 153
Figure 5-2-2: Decade Distribution of Family Condition -- Parents 155
Figure 5-3-1: Gender Distribution of Main Advisers 160
Figure 5-3-2: Main Adviser's Relation with Main Character 161

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