If, When, Why, and How to Address Gender in the Classroom

• In Event: Gender in the Classroom: Issues and Answers

Abstract

Educators are routinely faced with the question of when, why, how, or even if the topic of gender should be addressed with children in the classroom. For example, children’s gender might be labeled (e.g., “Good morning, boys and girls!”) or used as a criterion for organizing the classroom (e.g., “Boys line up first for lunch today”). It might be used intentionally in an alternating fashion (e.g., assigning seats or daily helpers following a “boy-girl-boy-girl” pattern) in an explicit attempt to rein in gender segregation and increase contact between boys and girls or to ensure that girls and boys have equal opportunities. Gender-related programming, such as Women’s History Month, might be highlighted. School personnel might decide to discuss gender discrimination with children because of a strong commitment to non-biased views, or the desire to protect children from harm associated with being the victim of gender bias. Conversely, teachers and school personnel might decide against labeling (“Good morning, children!”), eschew explicit organization by gender, avoid a focus on gender materials, and may actively reject discussion of gender discrimination with children because of beliefs about children’s cognitive inability to grasp relevant concepts, fear of contradicting the beliefs of other key individuals in children’s lives (e.g., parents), or perhaps because of a belief that raising the issue creates a problem that didn’t really exist in the first place.
In our presentation, we review recent psychological research relevant to questions about the wisdom and methods of addressing gender in the classroom. We begin by reviewing the classroom conditions and adult behaviors known to be associated with the formation of gender stereotypes and prejudice, emphasizing the role of teachers’ socialization practices in the process. For example, we present findings from studies examining effects of teachers’ implicit and explicit use of gender to organize their classrooms. We then will present findings from psychological studies of children’s perceptions of interpersonal and societal level gender discrimination, and the consequences associated with educators’ discussion of gender prejudice and discrimination with children. Finally, we discuss the role that educators can play in preventing and minimizing peers’ gender-related bullying and harassment. For example, we discuss findings from recent studies in which elementary-school students were explicitly taught about several forms of sexism. Throughout the talk, we consider the role of child age in gender-related attitudes and behaviors and discuss children’s own responses to the various ways that teachers address gender in their classrooms.
The presentation will close with a discussion of the ways in which these classroom-based empirical studies inform, first, theoretical models of gender-role development and gender-attitude change during childhood and, second, the use of educational programming within schools and other institutions seeking to minimize gender stereotyping and prejudice.

Authors

• Lynn S. Liben, The Pennsylvania State University

• Rebecca S. Bigler, The University of Texas - Austin