Gender Differences in Preschool Teachers' Disruptions of Play

• In Event: AERA Poster Session 13
  In Poster Session: Supporting Young Children's Learning and Development

Abstract

This research investigates how the gender disparities in STEM engagement in an early education context may be influenced by teacher interactions, specifically disruptions in play. Rather than receiving formal science education, preschool children often explore scientific and mathematical concepts through play. Although this process can be self-directed, educators serve an important role in providing guidance and opportunities for learning, during which they may inadvertently impose inherent biases and prevent certain groups from reaching their full potential in STEM. Observations and analyses at four different preschools in Maine revealed that, with one exception, early educators disrupted male students more often than female students, suggesting the presence of gender biases within the field.

Authors

• Minah Nguyen, Bowdoin College

• Alison Riley Miller, Bowdoin College