Date of Award
5-2024
Document Type
Open Access Thesis
Degree Name
Master of Science (MS)
Department
Education
First Advisor
Jacob Hall, Ph.D
Second Advisor
Lin Lin, Ph.D.
Abstract
This study explores ways to reduce gender stereotypes in the elementary classroom. Specifically, it was designed to collect data on male and female behaviors related to gender stereotypes toward different school subjects, volunteering, peer relationships, and student redirections during lessons. A literature review was conducted to investigate existing research on this topic. A mixed-methods design was used in this study. Data was collected in a fifth-grade classroom, by keeping a tally of each of the subject areas Math, Reading, Science, and Writing, and the students who volunteered. Included in the investigation was a teacher interview regarding her thoughts on gender equality and her classroom and student interviews to assess what they already knew about the topic of gender stereotypes and their level of comfort with volunteering. Three children’s books containing gender stereotype themes were selected as part of an intervention with the students. A discussion of the selected texts was held with the students regarding gender stereotypes. The research study coincided with existing research identifying inequity among the sexes in these classroom behavior areas. Namely, males were more likely to volunteer over females, as well as males were more likely to be reprimanded for inappropriate classroom behaviors.
Recommended Citation
Gill, McKenna, "Gender stereotypes in the elementary classroom" (2024). Master's Theses. 178.
https://digitalcommons.cortland.edu/theses/178
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Educational Sociology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Gender and Sexuality Commons, Gender Equity in Education Commons, Social Psychology Commons