Supporting inclusiveness through concepts of gender

Goodfellow, Monica (2016) Supporting inclusiveness through concepts of gender. Masters thesis, Memorial University of Newfoundland.

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Abstract

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)
URI: http://research.library.mun.ca/id/eprint/12073
Item ID: 12073
Additional Information: Includes bibliographical references (pages 74-80).
Keywords: inclusiveness, gender identity, grade two, social justice, action research
Department(s): Education, Faculty of
Date: May 2016
Date Type: Submission
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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