scholarly journals Playing it straight: kindergarten children's perspectives on gender in play materials

2021 ◽  
Author(s):  
Ameera Ali
Keyword(s):  
Gender Roles ◽  
Gender Role ◽  
Gender Stereotypes ◽  
Kindergarten Children ◽  
Gender Performativity ◽  
Children’S Perspectives ◽  
Gender Neutral ◽  
Suggested Keywords ◽  
Play Materials ◽  
Gender Specific

This study focuses on the perspectives of kindergarten children regarding their perceptions of gender appropriateness of play materials. The theory of gender performativity has been used as a theoretical lens for the study. Six kindergarten children between the ages of four and five were individually interviewed about whether they believed toys to be gender-specific or gender-neutral. Results indicated that children displayed gender-stereotype knowledge as well as an understanding that toys can be gender-neutral, however, they were generally perceived to be gender-specific. Themes found include: perceptions of play materials as gender-neutral, perceptions of play materials as male-appropriate, perceptions of play materials as female-appropriate, notions of gender stereotypes, gender-role flexibility, contingent gender-role flexibility and external knowledge sources. Implications of these results regarding both gender-conforming as well as gender-non conforming children are provided and recommendations for educators are suggested. Keywords: gender performativity; children; masculinity; femininity; heteronormativity; toys; gender stereotypes, gender roles, gender non-conforming behaviour

scholarly journals Playing it straight: kindergarten children's perspectives on gender in play materials

2021 ◽  
Author(s):  
Ameera Ali
Keyword(s):  
Gender Roles ◽  
Gender Role ◽  
Gender Stereotypes ◽  
Kindergarten Children ◽  
Gender Performativity ◽  
Children’S Perspectives ◽  
Gender Neutral ◽  
Suggested Keywords ◽  
Play Materials ◽  
Gender Specific

This study focuses on the perspectives of kindergarten children regarding their perceptions of gender appropriateness of play materials. The theory of gender performativity has been used as a theoretical lens for the study. Six kindergarten children between the ages of four and five were individually interviewed about whether they believed toys to be gender-specific or gender-neutral. Results indicated that children displayed gender-stereotype knowledge as well as an understanding that toys can be gender-neutral, however, they were generally perceived to be gender-specific. Themes found include: perceptions of play materials as gender-neutral, perceptions of play materials as male-appropriate, perceptions of play materials as female-appropriate, notions of gender stereotypes, gender-role flexibility, contingent gender-role flexibility and external knowledge sources. Implications of these results regarding both gender-conforming as well as gender-non conforming children are provided and recommendations for educators are suggested. Keywords: gender performativity; children; masculinity; femininity; heteronormativity; toys; gender stereotypes, gender roles, gender non-conforming behaviour

scholarly journals EFL Learners’ Knowledge and Use of Gender Stereotypes: Evidence from Arabic Native Speakers

2017 ◽  
Vol 5 (4) ◽  
pp. 632
Author(s):  
Nawal Alzahrani ◽  
Shelia M. Kennison
Keyword(s):  
Saudi Arabia ◽  
Gender Stereotypes ◽  
Native Speakers ◽  
Native English Speakers ◽  
Gender Stereotyping ◽  
Vocabulary Knowledge ◽  
English Speakers ◽  
Efl Learners ◽  
Gender Neutral ◽  
Gender Specific

<p><em>The research explored EFL learners’ knowledge and use of gender stereotypes of common English nouns (e.g., doctor and nurse). In the study, we compared how EFL learners living in Saudi Arabia and native English speakers rated 24 nouns that can be used to refer to either males or females and how they interpreted sentences containing the gender-specific pronouns his and her preceded by one of the three types of these nouns (i.e., male stereotyped, female stereotyped, or gender neutral). The results showed that performance for EFL learners differed from native speakers’ in both tasks. EFL learners rated nouns as generally referring to males more often than did native English speakers. EFL learners were also significantly less likely to interpret her and his as referring to the preceding noun than were native English speakers. The results suggest that in EFL courses, learners are likely to benefit from explicit coverage of gender ambiguous English nouns and the topic of gender stereotyping as an important aspect of vocabulary knowledge.</em></p>

scholarly journals EFFECTS OF GENDER ROLE PORTRAYAL IN TEXTBOOKS IN KENYAN PRIMARY SCHOOLS, ON PUPILS ACADEMIC ASPIRATIONS

2012 ◽  
Vol 47 (1) ◽  
pp. 100-109
Author(s):  
David N. P. Mburu ◽  
Grace Nyagah
Keyword(s):  
Gender Roles ◽  
Gender Role ◽  
Gender Stereotypes ◽  
Random Sampling ◽  
Role Models ◽  
Primary Schools ◽  
Target Population ◽  
Academic Aspirations ◽  
Interview Guide ◽  
Role Portrayal

The researcher aims to investigate the effect of gender role portrayal in selected textbooks in Kenyan primary schools on pupils’ academic aspirations. The study explored participants’ perceptions of what academic levels they wanted to attain and whether their aspirations and expectations were partly a product of the influences in their textbooks. The research was guided by the following objectives; to establish the gender roles portrayed in the pupils’ textbooks and their effect on pupils’ academic aspirations, determine gender attributes suggested through the statements and their effects on pupils’ academic aspirations, and to establish the presence of appropriate textual role models and its effects on pupils’ academic aspirations. The research addresses the following research questions; What are the gender roles that male and female characters are portrayed in?, What gender attributes are suggested through the statements in the textbooks and what appropriate textual female role models are present in the pupils’ textbooks? The paper was based on a study undertaken in Dagoretti District in Nairobi County, Kenya. The target population was 88 pupils and 60 teachers. The sample was selected through random sampling for the teachers and stratified random sampling for the pupils. Descriptive statistics was used in data analysis. The data was collected by use of interview guide, a questionnaire and content analysis of 40 text books in class one to three. The results show that gender stereotypes had an effect on pupils’ academic aspirations as pupils tended to mostly identify with characters of their gender in the textbooks. The study recommends for intervention by the stakeholders in the education sector in order to improve gender aspirations by including a variety of activities and illustrations in the textbooks for both boys and girls. Key words: gender stereotypes, textbooks, gender portrayal, pupils aspirations.

scholarly journals Teachers’ Influence on Children’s Selection and Use of Play Materials in Kenya

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Maureen Mweru
Keyword(s):  
Preschool Children ◽  
Gender Roles ◽  
Gender Role ◽  
Exploratory Study ◽  
Preschool Teachers ◽  
Gender Socialization ◽  
Gender Role Attitude ◽  
Play Materials ◽  
And Training

Gender socialization has an impact on children and any gender stereotyped verbal comments or activities assigned to children by those in charge are bound to influence the attitudes children have of themselves. This exploratory study therefore set out to investigate among 36 Kenyan preschool teachers if they hold gender-stereotyped views and if they communicate these views to children during selection and use of play materials. To collect data, an observation schedule was used. T-tests were then performed to find specific intergroup differences. Teachers were found to influence children in a gender stereotyped manner with more influence being exerted on boys than on girls. This influence on the children may encourage the children to adopt gender roles that are not always fair to both genders. This study therefore advocates for the encouragement and training of teachers to adopt an androgynous gender role attitude. In this way teachers may also encourage this same attitude in preschool children.

scholarly journals Loosening the GRIP (Gender Roles Inhibiting Prosociality) to Promote Gender Equality

2020 ◽  
pp. 108886832096461
Author(s):  
Alyssa Croft ◽  
Ciara Atkinson ◽  
Gillian Sandstrom ◽  
Sheina Orbell ◽  
Lara Aknin
Keyword(s):  
Gender Roles ◽  
Gender Role ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Process Model ◽  
Role Expectations ◽  
Traditional Gender Role ◽  
Gender Status ◽  
Gender Role Stereotyping ◽  
Promote Gender Equality

Prosociality is an ideal context to begin shifting traditional gender role stereotypes and promoting equality. Men and women both help others frequently, but assistance often follows traditional gender role expectations, which further reinforces restrictive gender stereotypes in other domains. We propose an integrative process model of gender roles inhibiting prosociality (GRIP) to explain why and how this occurs. We argue that prosociality provides a unique entry point for change because it is (a) immediately rewarding (which cultivates positive attitude formation), (b) less likely to threaten the gender status hierarchy, and therefore less susceptible to social backlash (which translates into less restrictive social norms), and (c) a skill that can be learned (which leads to stronger beliefs in one’s own ability to help). Using the GRIP model, we derive a series of hypothesized interventions to interrupt the self-reinforcing cycle of gender role stereotyping and facilitate progress toward broader gender equality.

scholarly journals Gender Representation on Pictures, Dialogues and Reading Texts in “Bahasa Inggris Untuk Kelas X SMA/Ma”.

2021 ◽  
Vol 11 (3) ◽  
pp. 334-343
Author(s):  
Devi Arini Murrikaningrum ◽  
Januarius Mujiyanto ◽  
Mursid Saleh
Keyword(s):  
Gender Stereotypes ◽  
Female Gender ◽  
Gender Stereotype ◽  
Qualitative Approach ◽  
Gender Representation ◽  
Gender Neutral ◽  
Reading Text ◽  
And Gender ◽  
Gender Specific ◽  
Reading Texts

This study focuses on gender representation of the picture, dialogue, and reading texts in a textbook – Bahasa Inggria Untuk Kelas X SMA/MA. For Grade X Senior High School. It used a descriptive qualitative approach, and its objective was both to investigate gender representation in the pictures, dialogue, and reading text and, the representation between them. The study revealed that male domination was found in the picture, dialogues and, reading text as seen from gender visibility, gender-specific nouns, gender-stereotypes. Only, in the dialogues gender stereotype was dominated by female. The relation between picture, reading text and, dialogues, have similarity was dominated by a male, as seen from gender-neutral and gender-specific nouns. Although gender stereotypes and gender visibility in the dialogue were dominated by a female. Gender visibility, gender stereotype, gender-neutral and gender-specific noun between reading texts and pictures, have similarity was dominated by male. The representation between reading text and pictures support each other because they are mutually sustainable. Gender visibility and gender stereotype in the reading text and dialogue have unequal dominated. Gender visibility in the reading text is dominated by a male, while gender visibility in the dialogue is dominated by a female.

Leader-Gender Stereotypes in Female Congenial Workplaces

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Dhvani Patel
Keyword(s):  
Gender Role ◽  
Gender Stereotypes ◽  
Preschool Teachers ◽  
Role Identity ◽  
Gender Role Identity ◽  
Preliminary Information

The present study is an attempt to study the attribution patterns of employees toward descriptions of leaders in a female congenial workplace. 100 preschool teachers employed at various playschools located in Vadodara city served as sample for the study. The sample respondents completed a questionnaire that comprised of preliminary information and the Indian Gender Role Identity Scale (IGRIS) by Basu (2010). The data thus generated was subjected to ascending means to find out the frequency with which adjectives were chosen from the Scale. The results revealed that a leader in a female congenial workplace is largely described with masculine adjectives and lesser with feminine adjectives.

scholarly journals Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence

2021 ◽  
Author(s):  
Valentina Cartei ◽  
Jane Oakhill ◽  
Alan Garnham ◽  
Robin Banerjee ◽  
David Reby
Keyword(s):  
Social Environment ◽  
Gender Stereotypes ◽  
Voice Pitch ◽  
Masculinity And Femininity ◽  
Gender Neutral ◽  
Male Occupations

AbstractThe adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically male, 3 female, 3 gender-neutral). In line with gender stereotypes, children rated men as more competent for the male occupations and women as more competent for the female occupations. Moreover, children rated speakers of both sexes with feminine (high-pitched) voices as more competent for the female occupations. Finally, children rated men (but not women) with masculine (low-pitched) voices as more competent for stereotypically male occupations. Our results thus indicate that stereotypical voice-based judgments of occupational competence previously identified in adults are already present in children, and likely to affect how they consider adults and interact with them in their social environment.

scholarly journals THE RELATIONSHIP BETWEEN GENDER ROLE ATTITUDES AND EPISTEMOLOGICAL BELIEFS OF UNIVERSITY STUDENTS

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Alper Çuhadaroğlu
Keyword(s):  
Gender Roles ◽  
University Students ◽  
Gender Role ◽  
Epistemological Beliefs ◽  
Qualitative Data ◽  
Gender Role Attitudes ◽  
Study Group ◽  
And Gender ◽  
The Individual ◽  
The Relationship

In this study, the relationships between university students and their perceptions of gender roles and epistemological beliefs were investigated. Gender roles are a phenomenon that are determined by culture, and begin to emerge at an early age, which may include some stereotypical behaviors along with a number of attitudes, duties and obligations that the individual is expected to perform as a woman or a man. Epistemological belief is seen as an individual feature of how knowing and learning take place. In this study, a mixed method was used. The quantitative study group consists of 517 students from both universities, while the qualitative study group consists of 85 people. Gender Role Attitudes Scale and Epistemological Beliefs Scale were used to collect quantitative data. In order to obtain qualitative data, participants were given a form consisting of open-ended questions. According to the analyses, it was determined that there was a significant relationship between the participants' epistemological beliefs and gender roles attitudes and, epistemological beliefs were a significant predictor of gender roles attitudes. The results obtained are discussed in line with the existing literature. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals Makt- og kjønnsperspektiver knyttet til bruk av IKT i barnehagen

Prismet ◽  
1970 ◽  
pp. 5-18
Author(s):  
Svein Sando
Keyword(s):  
Gender Stereotypes ◽  
Kindergarten Children ◽  
Digital Tools ◽  
Gender Power ◽  
Gender Perspectives ◽  
And Gender

How can power and gender perspectives on using ICT in kindergartens be addressed and understood? This article tries to answer this question by analyzing two cases from Norwegian kindergartens. The writer uses aspects on power from Machiavelli, Weber and Foucault, and recent research on ICT and gender. Machiavellian strategies on being sly rather than fierce were pointed out in both cases and some gender stereotypes as well. Shortage of digital tools in kindergartens seems to contribute to maintain gender stereotypes and sustain unwanted effects of power relations.Keywords: Gender, power, Kindergarten, children, ICT, intersectionalityNøkkelord: Kjønn, makt, barnehage, barn, IKT,  interseksjonalitet

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