La lettura ad alta voce condivisa e gli stereotipi di genere nel contesto educativo 11-14 anni: uno studio esplorativo del caso di “Ad Alta Voce” a Torino

Within the framework defined by international and national institutional policies such as UN, European Commission and the Italian Ministry of Education; considering the mechanisms of gender socialization, as well as the role of reading as a dynamic tool for the (de)construction of identity in developing individuals, this study investigates the relationship between the practice of shared reading aloud (Batini, 2021, 2022a, 2022b) and gender stereotypes among boys and girls. The research involved a total of 97 lower secondary school students, aged between 11 and 14 years, during the 2023/2024 school year, within the educational context of Turin. The results from the administration of the “Gender Stereotype Questionnaire” (Buzón García et al., 2010) in both experimental and control classes suggest that shared read-aloud sessions may contribute to the development of socio-cultural competencies and foster a more critical attitude toward gender stereotypes, thereby promoting a culture of equity within schools.