Gender never defines me: A study on preschool teachers' do and don't about gender

Abstract

Our society's understanding of gender is deepening. Children born exposed to all kinds of information about gender variety come to school with more diversified gender identities and expressions. This study aims to promote understanding of the role that gender plays in the field of education and generate innovative inspirations for gender-neutral pedagogies in preschool. The current study scanned through previous research in the past 10 years and found that teachers' negative stereotypes about gender transferred to children can limit their potential growth in academic development and future career choices by impacting their self-esteem and enthusiasm in particular fields. Combining former research on school environment and children psychology, we also conclude that bullying, sometimes as a way to express gender identity, thrives in a school culture dominated by the gender-binary view because students become less open-minded towards various values or diversities in interpersonal relationships. Therefore, the present study listed 3 typical scenarios where teacher's gender attitudes can be highly influential to the students' learning quality and gave corresponding pedagogical suggestions on how to avoid stereotype ideas slipping into the classroom.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 13 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.