Countering Gender Stereotypes Using Digital Technology in Early Childhood Education

• In Event: Roundtable Session 3
  In Refereed Roundtable Session: Complex student experiences and the role of technology

Proposal

In India, gender issues manifest as sex selective abortion, child marriage and gender based violence, resulting in lower enrollment of girls in school, dropouts and less women labour force participation. Technology initially deepens the gender divide and limits women’s and girls’ access to opportunities. ASER 2023 shows that only 19.8% girls in the age group of 14-18 years have access to their own smartphones as compared to 43.7% boys. COVID-19 forced a migration to internet based classes, deepening the divide.

Research indicates that children form their gender identities by the age of two and a half years (Chi 2018), while gender stereotypes about the abilities and intelligence of girls and boys are formed by the tender age of six (Bian, Leslie, and Cimpian, 2017). The roots of gender inequality passed on from generation to generation (Mlama et al. 2005).

This paper investigates the attitudes, beliefs, perceptions and practices around gender imbibed by mothers/parents of children aged three to six years, and how the intervention in the form of gender responsive content on digital devices brought in attitudinal shifts in mothers and children. A two year intervention program was designed by Pratham Education Foundation, to integrate a gender transformative approach in the Early Childhood Education (ECE) program in Patna (Bihar, India), using technology and digital devices, along with conventional methods to overcome the societal perception of gender stereotypes; especially with mothers. The objective was to engage with primary caregivers to discuss the impact of gendered beliefs on a child’s development trajectory.

The project ensured access to digital devices for mothers across hundred Anganwadi Centres, overcoming the basic issue of inequitable digital access for girls and mothers. Additionally, existing content propagated gender stereotypes. This was dealt with by providing gender responsive content on the tablets, such as stories, informational videos and games. In one game, Meri Pehchaan (My Identity), different professions were depicted, with men and women in non-traditional roles, such as men as dancers and women as firefighters; also introducing the concept of the gender being non-binary. Frequent counselling about safety in online spaces, mechanisms to report issues and avoiding common scams, instilled confidence among mothers.

Post intervention, there was an attitudinal shift in gendered perceptions. Mothers said that they are now careful about distributing household chores, treating boys and girls as equals; felt empowered to make small decisions in their homes, and wanted their daughters to study till high school.

The paper builds on the findings through Focus Group Discussions (FGD) with mothers and educators, and Implicit Association Test (IAT) with children. The data closely follows educators, mothers and children across the selected Anganwadis.

More such projects exploring the use of technology in the ECE space, which ensures equitable access to devices, can help in alleviating gendered beliefs at a young age. With continuous conversations and interactions, mothers also begin to practise gender responsive parenting in their homes, thus addressing the root causes of gender inequality.

Author

• Maitreiyee Krishna, Pratham Education Foundation