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

INTRODUCTION: This 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. METHODS: A 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. RESULTS: This 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. CONCLUSION: The 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.

Does Pregnancy Increase Use and Awareness of Nutrition Information in Food Labels?

Objectives This study aims to examine food label use, specific reading behaviors and the awareness of dietary recommendations among U.S. pregnant women in comparison to non-pregnant women. Methods A cross-sectional data analysis was conducted using a representative national sample of U.S. women aged 16 to 44 years from the National Health and Nutrition Examination Survey 2005-2006 (n = 1875). Food label users were defined as woman who used the Nutrition Facts panel when making a food choice in the frequency of always, most of the time, or sometimes. Pregnancy status was assessed in relation to food label use, specific reading behaviors and the awareness of dietary recommendations by conducting hierarchical multivariable logistic regression models including covariates of SES and perceived health and weight variables. Results The prevalence of using food labels at purchase greatly differs by SES, perceived health and weight variables, and awareness of dietary recommendations but not by pregnancy: 68.6% of pregnant and 66.1% of non-pregnant women used food labels in the U.S. However, after controlling for SES and perceived health and weight status, pregnant women are more likely to read food labels than their counterparts (OR = 1.43, 95% CI = 1.07-1.89). Pregnant women were less likely to check cholesterol (OR = 0.58, 95% CI = 0.44-0.77) and calories from fat content (OR = 0.61, 95% CI = 0.42-0.89), after adjusting for SES variables. Pregnant women may not have a higher awareness of dietary recommendations compared to non-pregnant women in the U.S. Conclusions While pregnancy itself is a factor that appears to encourage the reading of food labels, pregnancy does not encourage positive reading behaviors. The findings suggest a great need for prenatal nutrition education programs in the U.S.

Current reading behaviors of university undergraduates in China / 中华医学图书情报杂志

The effects of external factors, internal factors and behavior outcomes on reading behaviors of university undergraduates in China and the role of library in their reading were analyzed with the associated problems pointed out and suggestions proposed for their solution.