Year: 2016
Type: other
Abstract: The purpose of this research was to learn the methods that exemplary teachers use to combat gender-based bullying and create gender-inclusive classrooms that validate students’ own unique understandings and expressions of their gender, and understand the barriers to this work. Educators shared the methods and materials they used, such as using gender-neutral language and toys, and seizing “teachable moments”, and reported positive responses from a diverse range of students. However, teachers reported a spectrum of willingness to explicitly address topics related to gender diversity in their curriculum, despite literature indicating that explicit discussions about gender are integral to challenging traditional gender expectations and preventing bias. While fear of parental reprisal was the most commonly cited barrier to teaching about gender diversity explicitly, findings from this study suggest that these fears may be exaggerated and teachers may be more limited by their own fears than by the parents themselves, as teachers were able to mitigate parental complaints. Understanding whether these hesitancies are supported by reality is an important avenue for future research. Furthermore, teacher education programs need to better inform teachers’ practices about the important role of explicit conversations about gender in creating gender-inclusive learning environments.
Source: TSpace (University of Toronto)
Author: Sarah Clarke
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2584569402