Looking at the photo above, we have two books for children that allow them to read the bible in 366 days. One of the books is for "guys" the other book is for "girls". What makes one book for girls and the other for guys? It appears to be the color and minor graphic changes that signify the difference. One is pink and the other is blue. One book has a flower and the other has a cross on a torn pocket. These subtle differences are what Judith Lorber would call gender markers (Lorber, 277). In this bible, is a social pressure to conform to a gender identity based on one's sex. From these bibles, girls are taught to like pretty pink, and flowers, and swiggles; boys are taught to like dark blue, rough and square objects. These differences are stereotypical associations with genders and they far exceed the outer appearance of the bibles.
Out of curiosity, I flipped through the pages of the bibles to see if there were any more differences. I did not have to flip long. In the picture above, we see differences in the titles and small differences in the text. While talking about Noah's preservation during the flood, the girls are told that "God Takes Care of Noah", while the boys are told that "The Good Guy is Saved". The difference in verbiage in these two titles teaches girls a nurturing behavior and boys are taught to be engaged in action. In talking about the Garden of Eden after Adam and Eve had eaten of the forbidden fruit, the bible for the "guys" included an additional line that spoke of flaming swords that protected the tree of life. In talking about the creation of Eve, the "girls" bible titled the page "The Perfect Woman".
Just by reading this bible, children are actively and unknowingly engaged in a process that forces them to learn normative behaviors that is associated with their respective genders. The girls are being exposed to what femininity is and the guys are being taught what masculinity is. In other words, this bible is a representation of the social construction of gender. Children are placed in this "either or" gender status and thereafter they are held to "gendered norms and expectations" (Lorber, 278).
By placing children in normative categories, the bibles exclude those who do not identity with the social constructions of gender. The girl who identifies as a boy, likes the color blue, but wants to be called a girl is excluded. The boy who identifies as a girl, likes the color pink, but wants to be called a boy is excluded. This exclusion surpasses the two bibles on this shelf and is present in numerous aspects of society. Because of these social constructions of gender, numerous in society are marginalized and numerous "girls and guys" are being taught social norms concerning gender.
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