Final answer:
Studies on general reading preferences do not support significant differences in reading preferences between boys and girls in middle school. Societal expectations and classroom dynamics also influence children's reading choices. Differences that do exist in literature preferences among genders are influenced by many factors, not solely on gender itself.
Step-by-step explanation:
Studies on general reading preferences have shown varied results, but overall, research does not support any definitive conclusions about stark differences in reading preferences between boys and girls of middle school age. For example, Anne Fausto-Sterling's book, Myths of Gender, reveals that the majority of studies found no statistically significant differences in cognitive abilities between boys and girls. This could indicate that any observed differences in reading preferences may not be as pronounced as they are sometimes believed to be and are not due to cognitive abilities. Moreover, societal expectations and classroom dynamics, such as the way teachers interact differently with boys and girls, might play a role in shaping perceived preferences and interests.
In terms of gender and reading choices, it's important to reflect on Bloom's suggestion to focus on engaging young girls with questions about their minds, such as their favorite books, rather than their outward appearance. This changes the narrative that shapes a child's self-perception and may influence their reading choices.
While some studies may have found that boys and girls have different preferences when it comes to types of literature, such as action or mysteries, these differences are often not as clear cut and can be influenced by many factors outside of gender, including social influences, individual personalities, and specific life experiences at different ages.