Pakistani pre-primary teachers’ perceptions and practices related to gender in young children

Pardhan, Almina; Pelletier, Janette

doi:10.1080/09669760.2016.1263938

Cited by 6 publications

(3 citation statements)

References 23 publications

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“…She noted that “such an environment would give children freedom of choice to construct their own personalities spontaneously”. Emily’s teaching philosophy, one of downplaying gender separation, coincides with the findings of Chapman ( 2016 ) and Pardhan and Pelletier ( 2017 ), which indicate that some educators’ neutral attitudes of designing games or play resources for children’s interests in a way of neither discouraging nor reinforcing gender roles.…”

Section: Findings and Discussionsupporting

confidence: 62%

“…Sarah stated: “Boys tend to occupy games related to constructing vehicles and weapons, which could discourage girls from participating”. Such a power tendency might stem from deep-rooted patriarchal structures that endow males potential privileged positions (Pardhan & Pelletier, 2017 ), thus explaining girls’ reluctance to challenge the dominance of STEM areas.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Exploring Early Childhood Educators’ Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Wang

2023

Early Childhood Educ J

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Various gender biases have been demonstrated in early childhood educators (ECEs) with unintentional preferential treatment provided to boys during STEM-related play activities. These biases could impact young girls’ identity formation, resulting in continued underrepresentation of women in STEM domains in future. In China, however, little research has been conducted on how ECEs perceive gender equity of STEM fields. Consequently, this study aims to close this gap by investigating the educators’ perceptions on and responses to gender differences in STEM play, drawing on the cultural-historical theory and incorporating feminist perspectives. Adopting a multiple-case study approach, this study collected perceptions and experiences of six Chinese in-service ECEs regarding STEM play and gender-related issues. The participants recognized and valued children’s equal involvement in STEM play, but failed to preclude ingrained gender preconceptions, leading to contradictory beliefs and performs. Meanwhile, Chinese ECEs considered prejudices from the external environment and peer influence the main obstacles to gender inclusion. Inclusive practices and emphasises are thus discussed relating to ECEs’ multiple roles in supporting gender-neutral environments for STEM play. These preliminary findings shed light on attaining gender equity in STEM within the context of a feminist discourse, and provide Chinese educators, leaders and even the educational system with pioneering information. However, further research on ECEs’ underlying stereotypes and teaching practices is still warranted to examine future professional development possibilities, support ECEs in reducing obstacles to girls’ STEM engagement, and ultimately create a welcoming and inclusive STEM play space for girls.

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Section: Findings and Discussionsupporting

confidence: 62%

Section: Findings and Discussionmentioning

confidence: 99%

Exploring Early Childhood Educators’ Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Wang

2023

Early Childhood Educ J

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“…The culture influenced what was viewed as a gender-appropriate career. Female teachers in the Pakistani school reinforced the patriarchal dominance notion where boys are assertive and girls are passive (Pardhan & Pelletier, 2017).…”

Section: Significance Of the Present Studymentioning

confidence: 99%

Jordanian Mothers’ and Female Preschool Teachers’ Perceptions of Men Working in Preschools

Ahmad

Al‐Zboon

Alkhawaldeh

et al. 2017

The Journal of Men's Studies

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In Jordan less than 1% of preschool teachers are male. This study investigated a sample of mothers and female preschool teachers about their perceptions of male preschool teachers. A survey was developed to collect data from the participants. Results showed that participants perceive the work of men in preschools as being acceptable, yet they were of the opinion that preschool teaching is the work of females. Mothers agreed that children gain diverse experiences when taught by males or females. Female schoolteachers disagreed that male teachers have more control over their student during field trips. Most notably, female schoolteachers ages 19 to 29 were more accepting of the idea of male preschool teachers than other age groups. Keywords female preschool teachers, male preschool teachers, preschool education, early childhood education, teaching, recruitment, Jordan Globally, females have long dominated the preschool education field because it requires the nurturing of very small children, which is often regarded as an extension of what mothers do (

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Teachers’ Gender-Role Attitudes and Gendered Classroom Practices

et al. 2022

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Pakistani pre-primary teachers’ perceptions and practices related to gender in young children

Cited by 6 publications

References 23 publications

Exploring Early Childhood Educators’ Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Exploring Early Childhood Educators’ Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Jordanian Mothers’ and Female Preschool Teachers’ Perceptions of Men Working in Preschools

Teachers’ Gender-Role Attitudes and Gendered Classroom Practices

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