Utilizing self-reflective practices to create a classroom environment sensitive to gender diversity

Utilizing self-reflective practices to create a classroom environment sensitive to gender diversity

MS Ed: Early Childhood/Special Education

Gender development begins in the early stages of life, and because of this it is the role of early childhood educators to carefully take into consideration the gender identity of their students. This study explored gender stereotypes within the preschool classroom in an effort to develop a classroom environment that is sensitive to gender diversity. The study consisted of eight questionnaires and a final group reflection to assist teachers in discovering if their classroom is accessible to a variety of students regardless of their gender. Research from this study suggests that gender roles are constructed within the preschool years. The reflections from the participants also revealed that being mindful of language and varying the materials within the classroom allows students of all genders to equally partake in the learning process.

Chartier, Amanda

2014

Gazzard, Ann

DeMoss, Karen

Gonzalez, Katia

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Wagner College Electronic Thesis Collection

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84 pages

eng

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