Gender Identity Formation and Early Childhood EducationLori A. Smolleck* and Melissa R. Dunne
Bucknell University, 470 Olin Science Building, Lewisburg, PA
- *Corresponding Author:
- Lori A. Smolleck, Ph.D
at Bucknell University 470 Olin Science Building Lewisburg, PA 17837
E-mail: [email protected]
Received: 02/11/2015 Accepted: 16/11/2015 Published: 23/11/2015
The purpose of this research was to utilize a case study approach, lesson study and text analysis to explore the development of identity and social interactions within a second grade classroom. Specifically, gender was at the foundation of this study. Moreover, the research explored the extent to which stereotype flexibility is evident or possible. The researchers examined both qualitative and quantitative data sources to identify the most common convictions and stereotypes regarding gender that students hold, and how teachers may attempt to discuss and counteract limiting beliefs. The researchers will use specific data from the study to provide concrete examples and suggestions for planning and implementing lessons that include stereotype flexibility and acceptance with students.