Rewriting "We": Elementary Preservice Teacher Perspectives' on Feminism

• In Event: Marriott Roundtable Session 40
  In Roundtable Session: Research on Women and Education Roundtable

Abstract

Entitled "Rewriting 'We'", the purpose of this qualitative case study was to explore preservice elementary teacher perspectives about feminism, including sexism and gender identity development. Specifically, I was interested in understanding how preservice elementary teachers came to their understandings about feminism and what messages they received in school regarding relevant topics. Findings from this analysis indicated that the women perceived feminism to mean equality or the pursuit of equality for women. Yet, the majority of the women in this study did not self-identify as a feminist. Parents, media, peers, and teachers appeared to heavily influence the women’s perspectives of feminism, sexism, and gender identity development. Implications for the social studies curriculum, teacher preparation, and professional development will be discussed.

Author

• Elizabeth E. Saylor, University of Georgia - Athens