Goodfellow, Monica (2016) Supporting inclusiveness through concepts of gender. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Some dads wear nail polish! Is the tooth fairy a boy or a girl? My Grade Two students’ voices were integral in developing each of the action research cycles as students became co-creators of knowledge. I gathered data through a personal journal, observations, reflections, work samples, interviews and classroom artifacts. The research question was focused on creating a safe and caring classroom environment by selecting appropriate instructional strategies based on developing my students’ concept of gender. Findings included students’ acceptance of differences, emulation of gender stereotypes, the significance of role models and student empowerment. Conclusions examined the influence that behaviour has on instructional strategies, creating allies among primary students, the importance of teacher training and the influence that students have in their classroom. Thoughts towards future research include the need for further parent engagement and more exploration of the impact that the school environment has in the classroom.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (pages 74-80).|
|Keywords:||inclusiveness, gender identity, grade two, social justice, action research|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Gender identity--Study and teaching (Primary); Sex role--Study and teaching (Primary); Sex role in children; Sex differences (Psychology) in children|
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