Supporting inclusiveness through concepts of gender

2022

This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) teachers' (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom.

Education is an effective tool for effecting change both on an individual and social level and it is a key institution that can minimize the differences among social groups and genders. While teachers are key actors responsible for implementing this basic function of education, they themselves are raised in societies that are stratified by gender. Teachers act as carriers of the values and cultural codes of their societies and have a tendency to support students' opinions and behaviours and educational and professional choices shaped by sexist stereotypes, thereby contributing to inequality. Therefore, one strategy to adopt in combating inequality between genders is to raise awareness and sensitivity of teachers concerning gender inequality. With this strategy in mind, this study seeks to identify the key features of Gender Equality course for pre-service teachers in Turkey. Introduction Children learn to adopt and internalize the roles expected from their sex at an early age, during the preschool socialization process, and in different ways (such as through observation, modelling, being rewarded or penalised). By the time they start school, they are already equipped with gender-based thoughts and behaviours. Schools carry new and original effects that reinforce the sex role patterns adopted in the family. Teachers also play a key role in the reproduction of gender inequality in instructional practices and school life. Studies on how gender stereotypes are acquired or reinforced in educational processes feature two varying views about the role of teachers in this process. According to one view, teachers have only passive roles in making children acquire gender stereotypes and sexist attitudes as children already acquire them before they start to attend school (Eccles & Blumenfeld, 1985). As is known, gender role socialization cannot be isolated from the general socialization process. In this framework, children are actually socialized in accordance with gender stereotypes from the moment they are born. Stereotypes are learned particularly in the family. Accordingly, schools and teachers should adopt a neutral attitude and give children the freedom to make their gender choices (Eccles & Blumenfeld, 1985). According to the second view, children are still forming their perceptions of gender when they start school and will continue to do so throughout their education. Like families, schools are settings where specific understandings about gender roles and gender

Learning to Teach in the Primary School, 2024

Teachers are responsible for inclusive teaching about gender and addressing gender bias through teaching practices. In this Unit Professor Jayne Osgood supports early career teachers to examine ideas about gender in childhood. The unit starts with background information about gender, followed by a description of ways in which restrictive ideas and practices concerning gender in school have come about and how, by engaging in critical reflection on (often unacknowledged) personal prejudices, ideas about gender in childhood can be reappraised. Finally, some practical approaches to pursue more inclusive practices to achieve improved gender equity in primary school are discussed.

2016

Children who are gender non-conforming (GNC) and children who have diverse family structures (DFS) often experience feelings of not belonging, peer rejection, and lower emotional well-being. Drawing on socio constructivist theory, ecological model of development, queer theory, and dynamic gender development I explore how to create inclusive and supportive classroom environments for children who are GNC or from DFS. In exploring this topic I draw inspiration from Butler's (1990) concept of “ungrounding” the heterosexual matrix and Atkinson and DePalma’s (2008) concept of the heteronormative bias. The heteronormative bias is the assumed “natural order of things” (Atkinson & DePalma, 2008, p. 27) that results in children learning that “normal” families have a mom and a dad; that “normal” boys act like boys, and “normal” girls act like girls. Some children then become “gender policers” who enforce narrow gendered stereotypes which can lead to a toxic learning environment for childre...

Practices of Teachers Regarding Gender Friendly Classroom At Primary Level: A Qualitative Investigation Educational Leadership and Management, 2019

"Gender" refers to the roles, relationships, attitudes, values, behaviors, power, and influence that society ascribes to males and females. The process of developing a gender identity begins as early as age 2. "Gender-friendly classroom" is one in which the teacher tries to structure their classroom appropriately for both genders and teaches students about potential gender issues, and how to overcome these issues. Its purpose is to enable to investigate gender inclusion within a specific classroom environment, uncovering the teacher"s understanding of the role of gender within a primary classroom. The aim of this study record teacher"s awareness of gender and how they incorporate gender into their teaching and learning experiences, observing classroom events and interactions for evidence of gendered learning and behavior. For this study, a qualitative method was used in which semi structures interviews and observation checklist was conducted. The data was collected by the researcher by conducting the interviews from 10 teachers of schools at primary level from 2 different schools. The researcher used observational checklist for observing the teachers" behavior regarding to general friendly practices. The data was analyzed using open and axial coding. The findings from this research confirm that teachers can refine teaching practices in ways that impact on gendered learning behaviors and outcomes in primary school classrooms. The project demonstrates that teachers can form and alter children"s opinions and perceptions of gender. It recommends that teachers model and provide an environment that is free of stereotypes or bias.

Why, nearly two decades into a new political democratic dispensation, with a wellestablished constitution and legal system, is gender inequality still perpetuated? The education of learners in this regard has been identified as critical. Teaching-learning of gender equality could be challenging for teachers who have not reflected on their own gender identity.This article focuses on the findings of a recent empirical study which explored the lived experiences of patriarchy of selected female teachers situated in four provinces in South Africa. The findings show that the participating teachers' gender identity is shaped by their religious and cultural discourses. Working within a feminist paradigm, narrative inquiry was employed as the research methodology. Creating a safe space, the opportunity was provided to hear the teachers' voices in response to the master narrative of patriarchy. Sharing their self-narrative both with an internal audience (in their 'society-ofmind') and with an external audience allowed them to reclaim themselves as they discovered the extent to which it is possible to become disentangled from their 'other' (men). This process initiated self-empowerment of the teachers and contributed to building 'identity capital' as they reflected on their gender identity, adopting a 'counter-position' to patriarchy. Increased extent and strength of 'gender identity capital', enabling the articulation of gender identity transformation in every domain of their lives, personal, social and professional, holds the possibility of developing teachers' classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of female and male learners and to be transformative for South African society.

2017

Gender-affirming educational practices are crucial for transgender and gender expansive youth, who are disproportionately at risk for a host of negative academic and health outcomes. Yet few educators receive training on gender inclusive practices. This cross-sectional, descriptive study examines survey data from school administrators, teachers, and support staff (N=1,530) who participated in gender inclusivity professional development sessions. The survey covered three areas: (1) their beliefs regarding the need and relevance of this training, and their capacity to improve learning environments after the training; (2) their intended implementation of proactively inclusive strategies over time; and (3) suggestions for future trainings. Measures include self-reported ratings to assess beliefs, open-ended questions regarding future steps toward gender inclusion in their practice, and suggestions for future trainings. Qualitative analysis used grounded theory to identify key themes. Sc...

2005

Victoria A. Henwood RESPONSE TO GENDER IN THE CLASSROOM: A LOOK AT A TEACHER'S REACTION TO HER STUDENTS AND ITS EFFECT 2004/05 Dr. Browne Master of Science in Teaching The purpose of this investigation was to understand a teacher's response to boys and girls in the classroom and determine whether this has an effect on students' perceptions of gender. Using a qualitative study and analyzing interviews, observations, and a gender activity through a data analysis spiral (Creswell 1998) in a first grade classroom with a female teacher, I discovered a teacher's perception of gender influences her interactions with students. Through the gender activity, I found this interaction can help shape a student's perception of gender.

2018

Some argue that girls’ and boys’ education should be based on biological differences between learners, while other studies argue that sex-based instruction problematically dismisses or ignores issues of gender. Using a qualitative design, this study addresses two main research questions concerning teachers’ beliefs about the salience of gender in their single-sex classrooms, and how teachers’ beliefs about gender shape their pedagogy. The 6 participating teachers were selected randomly from private, single-sex schools in the Greater Toronto Area. The results show teachers did not take a firm stance on “gender exploitive” (i.e., working with dominant gender constructions and stereotypes) or “gender transformative” (i.e., working against and to challenge dominant gender constructions and stereotypes) pedagogies and shared experiences that both reinforced and challenged gender norms. Conclusions drawn support the need for further professional development to build teacher capacity to ef...