Date Approved

6-28-2005

Embargo Period

4-14-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Browne, Susan

Subject(s)

Gender identity in education; Sexism in education

Disciplines

Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

The purpose of this study is to examine the role gender plays in the classroom, through considering both teacher and student perceptions of gender and how those perceptions impact student learning and socialization. Conducting my early research it became evident that the three underlying forces that allow gender to impact the classroom environment are socialization, individual perceptions, and instructional practices. In order to understand the true influence of gender in the classroom I incorporated a qualitative study on these three interrelated pieces to see how they came to life in an actual kindergarten classroom. Students took part in face-to-face interviews, a "community helper" picture sort, and a small-group "community helper" mini-lesson. The data sources allowed me to see how early socialization influenced the gender perceptions of kindergarten students and their view of the community around them, as well as the influence a teacher's instructional approach and language could impact students' beliefs.

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