Drawing teachers: examining teacher gender in drawings by pre-service educators

ABSTRACT

This article examines representations of gender in teacher drawings by pre-service elementary educators enrolled in a literacy methods course in the southeast United States. A total of 55 pre-service teachers completed 110 drawings with brief narratives or 55 sets. Drawings were analyzed via visual discourse analysis and narratives were analyzed with the constant comparative method. Sets were examined specifically for D/discourses of gender. Three gender-related findings emerged including, the vast majority of drawings included representations of femininized teachers, gender minority as well as gender majority students did not necessarily identify as a teacher in the drawing, and teacher identities were negotiated between drawings. Implications include the need for teacher education programs that incorporate spaces for pre-service teachers to negotiate gender and conceptualizations of teachers in both course work and field experiences.

KEYWORDS:

• Gender
• teacher education
• identity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Anne Swenson Ticknor

Anne Swenson Ticknor is an Associate Professor in the Department of Literacy Studies, English Education, and History Education at East Carolina University. Her research has centered on equity and culturally responsive literacy instruction. She teaches undergraduate and graduate course on these topics.

Paige Averett

Paige Averett, PhD, MSW is a Professor and the Associate Head of the North Carolina State University School of Social Work. Her research has centered on LGBTQ issues and seeking equity for oppressed populations. She is committed to developing professionals who work towards social justice and anti/oppressive practices.