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

Dublin Core

Title

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

Description

MS Ed: Early Childhood/Special Education

Abstract

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.

Creator

Chartier, Amanda

Date Accepted

2014

Contributor

Gazzard, Ann
DeMoss, Karen
Gonzalez, Katia

Rights

U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.

Is Part Of

Wagner College Electronic Thesis Collection

Format

application/pdf

Extent

84 pages

Language

eng

Type

Text

Identifier

Ed_2014_Chartier_Utilizing

Citation

Chartier, Amanda, “Utilizing self-reflective practices to create a classroom environment sensitive to gender diversity,” Wagner College Digital Collections, accessed June 15, 2021, https://wagnercollections.omeka.net/items/show/15584.