Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach

ABSTRACT

This study investigates the potential of integrating social studies instruction with critical literacy practices to challenge and/or expand elementary students’ perceptions of gender. Gender stereotypes develop early in childhood and are often reinforced throughout elementary education. Thus, this study examines the use of a framework for social studies pedagogy focused on gender equity and social justice. Using qualitative, interview-based methods, this study examines how elementary students think about gender roles and norms both before and after engaging in an integrated social studies and critical literacy unit intended to challenge stereotypical portrayals of gender. Findings indicate that supplementing social studies education with critical literacy practices has promise in guiding students to critically analyze their own thinking about gender and begin dismantling gender-based stereotypes.

KEYWORDS:

• Critical literacy
• elementary education
• gender
• social studies

Acknowledgment

The author wishes to thank Dr. Anne-Lise Halvorsen for her support and guidance.

Disclosure statement

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