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
Collection
Citation
Chartier, Amanda, “Utilizing self-reflective practices to create a classroom environment sensitive to gender diversity,” Wagner College Archives and Special Collections, accessed November 12, 2024, https://wagnercollections.omeka.net/items/show/15584.