Introduction
The evolution of boy and girl characters throughout the decades can be seen through the analysis of three works read throughout this semester: The Little Prince by Antoine de Saint-Exupery, Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Illustrated by Ray Cruz, and Are You There God? It’s Me, Margaret by Judy Blume. Through the analysis of the three works, it is clear that boy and girl characters have evolved in terms of their maturity and expectations, as well as their identities, relationships, and outlooks on life.
Analysis of the Three Sources
The Little Prince by Antoine De Saint-Exupery
The Little Prince, written in 1943, follows the story of a young, naive boy who lives in a small world of his own. He is seen as an innocent, adventurous, and imaginative child whose innocence and curiosity lead him to self-discovery and understanding of the world. The boy is described as a character who is unencumbered by the expectations of society (Saint-Exupéry, 2009). Instead, he is guided by his unique sense of morality and understanding of the world. That depiction of the boy character reflects the expectations for boys in the 1940s, which were heavily influenced by the traditional values of the time.
The 1940s was a time of significant change and progress in the United States, but traditional gender roles and expectations still heavily influenced how boys were raised. Boys were expected to be strong and independent and were encouraged to explore and take risks. They were seen as carefree and imaginative and were given the freedom to express themselves and pursue their interests (Saint-Exupéry, 2009). Therefore, that portrayal of the boy in The Little Prince reflects the expectations for boys in the 1940s. That is because he is represented as an inquisitive and independent character guided by his moral code and understanding of the world.
Furthermore, The Little Prince also explores the idea of innocence and childhood, which was a central theme in the 1940s. During that time, innocence was seen as a virtue, and children were seen as acquitted and naïve (Saint-Exupéry, 2009). It was believed that children had a particular understanding of the world that adults could never comprehend. Additionally, the innocence of children allowed them to be more open and accepting of the world around them. Therefore, the idea of innocence and childhood is reflected in the character of The Little Prince since his innocence and curiosity lead him on a journey of self-discovery and understanding of the world.
Alexander and The Terrible, Horrible, No Good, Very Bad by Judith Viorst, Illustrated by Ray Cruz
Alexander and The Terrible, Horrible, No Good, Very Bad Day, written in 1972 by Judith Viorst, follows the story of Alexander, an eight-year-old boy who is faced with the hardships of life. Alexander is depicted as a mature and resilient character who can accept his failures and learn from them (Viorst & Cruz, 2006). That portrayal of the protagonist reflects the expectations for boys in the 1970s. In the 1970s, gender expectations for boys significantly differed from today. Boys were seen as more independent and resilient, with a greater capacity for accepting failure and learning from it. That is evident in Alexander’s character and his journey of growing up and coming to terms with life’s disappointments and failures (Viorst & Cruz, 2006). Alexander faces various challenges and losses throughout the book, but he can accept them and learn from them. He can move on and adapt to the changes in his life, showing maturity and resilience.
In addition, the representation of the boy character in Alexander and the Terrible, Horrible, No Good, Very Bad Day reflects the expectations for boys in the 1970s. That is a significant departure from the expectations of boys today, who are encouraged to express their emotions and seek help when they feel overwhelmed. Therefore, the book serves as a reminder of how far people have come regarding their expectations for boys and how important it is to continue breaking down traditional gender expectations (Viorst & Cruz, 2006). In the past, boys have been discouraged from expressing their feelings, leading to isolation and inadequacy. Today, boys are encouraged to talk about their struggles and ask for help when needed. This shift in expectations for boys is crucial for their emotional development and well-being. In recent years, it has become increasingly accepted that boys, just like girls, must be open and honest about their feelings. That is not a sign of weakness but rather a sign of strength and maturity. Boys need to be given the space to express their emotions and should be made to feel comfortable discussing their mental health.
Besides, encouraging boys to talk about their emotions can help to reduce the stigma and shame surrounding mental health. Boys should be given the tools to recognize their feelings and develop healthy and constructive ways to process them. That can involve teaching boys to identify and manage their own emotions, as well as how to recognize and respond to the feelings of others. Furthermore, boys need to be taught how to form healthy relationships and communicate their feelings appropriately and healthily. That can involve teaching boys the importance of listening to others and the value of empathy. Boys should also be taught the essence of seeking help when needed and encouraged to reach out for support when feeling overwhelmed. In addition, teaching boys to express their emotions has a positive impact on their relationships with others. Boys can better understand and empathize with others when they communicate and explore their feelings. That can lead to healthier relationships, both with peers and with adults.
Are you There, God? It’s me, Margaret, by Judy Blume
The novel Are You There God? It’s Me, Margaret, by Judy Blume, was published in 1970 and follows the story of Margaret, a twelve-year-old girl struggling to find her place in the world and her identity. Throughout the novel, Margaret is shown to question the roles and expectations that society has placed upon her as a girl (Blume, 2018). That depiction of Margaret reflects the changing expectations for girls in the 1970s, as girls began to become more aware of the gender roles and expectations they were expected to follow.
At the time of its publication, the book was seen as a groundbreaking portrait of a young girl questioning the gender roles and expectations she was anticipated to follow. In the novel, Margaret is shown to examine the concepts of religion, her identity, her sexuality, and even her body image (Blume, 2018). Those topics were rarely discussed or acknowledged in literature then, and their inclusion in the novel was seen as revolutionary. The story was also praised for its realistic and honest portrayal of a young girl struggling to figure out who she is and how she fits into the world around her.
The novel Are You There God? It’s Me, Margaret echoes the changing expectations for girls in the 1970s. Until that point, girls were often seen as passive and submissive, expected to follow the gender roles and expectations that society had placed upon them (Blume, 2018). However, with the rise of the feminist movement, girls became more aware of the gender roles and expectations placed upon them and began to question and push back against them. Therefore, the novel reflects the changing attitude, and its honest portrayal of a young girl struggling to find her place in the world was seen as revolutionary.
Conclusion
The evolution of boy and girl characters throughout the decades can be seen through the analysis of the above-mentioned three works. For instance, Alexander and the Terrible, Horrible, No Good, Very Bad Day is an important book that reflects the expectations for boys in the 1970s and highlights the importance of resilience and accepting failure. It reminds individuals of how far they have come in terms of their expectations for boys and encourages them to continue breaking down traditional gender expectations. The book is a valuable resource to teach young boys that it is okay to fail and to accept and learn from it. Moreover, through those works, people can better understand how boy and girl characters have grown and developed over time and how expectations for both genders have changed. Besides, boys must be encouraged to talk about their feelings and to ask for help when needed. By creating a safe and supportive environment, boys can be taught healthy coping strategies and the tools to manage their emotions. That can help reduce stigma and shame surrounding mental health and help boys develop healthy and constructive ways to process their feelings.
References
Blume, J. (2018). Are you there God? It’s me Margaret. Laurel leaf.
Saint-Exupéry, A. (2009). The Little Prince. Mariner books.
Viorst, J., & Cruz, R. (2006). Alexander and the Terrible, Horrible, No Good, Very Bad Day. Atheneum books for young readers.