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

References

• Aina, O., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39(3), 12–20.
   Google Scholar
• Alleman, J., & Brophy, J. (2010). Effective integration of social studies and literacy. In B. Cole & M. E. McGuire (Eds.), Making a difference: Revitalizing elementary social studies (pp. 51–66). National Council for the Social Studies.
   Google Scholar
• Baker-Sperry, L. (2006). Gendered agency: Power in the elementary classroom. Women and Language, 29(2), 38–46.
   Google Scholar
• Baker-Sperry, L., & Grauerholz, L. (2003). The pervasiveness and persistence of the feminine beauty ideal in children’s fairy tales. Gender & Society, 17(5), 711–726. https://doi.org/10.1177/0891243203255605
   Web of Science ®Google Scholar
• Baldacchino, C. (2014). Morris micklewhite and the tangerine dress. Groundwood Books.
   Google Scholar
• Bandura, A. (2008). Observational learning. The International Encyclopedia of Communication. https://doi.org/10.1002/9781405186407.wbieco004
   Google Scholar
• Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36–43. https://doi.org/10.1002/trtr.2006
   Web of Science ®Google Scholar
• Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490–498. https://doi.org/10.1598/JAAL.49.6.4
   Web of Science ®Google Scholar
• Bem, S. L. (1981a). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354. https://doi.org/10.1037/0033-295X.88.4.354
   Web of Science ®Google Scholar
• Bem, S. L. (1981b). A manual for the Bem Sex Role Inventory. Consulting Psychologist Press.
   Google Scholar
• Bigler, R. S., & Pahlke, E. (2019). I disagree! Sexism is silly to me!” Teaching children to recognize and confront gender biases. In R. Mallett & M. Monteith (Eds.), Confronting prejudice and discrimination (pp. 299–317). Academic Press.
   Google Scholar
• Bishop, E. (2014). Critical literacy: Bringing theory to praxis. Journal of Curriculum Theorizing, 30(1), 51–63.
   Google Scholar
• Blaise, M., & Taylor, A. (2012). Using queer theory to rethink gender equity in early education. Young Children, 67(1), 88–98.
   Google Scholar
• Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks. Prospects, 38(3), 345–361. https://doi.org/10.1007/s11125-009-9086-1
   Google Scholar
• Broad, K. L. (2020). Re-storying beloved community: Intersectional social movement storytelling of antiracist gay liberation. Mobilization: An International Quarterly, 25(4), 513–532. https://doi.org/10.17813/1086-671X-25-4-513
   Web of Science ®Google Scholar
• Brophy, J., & Alleman, J. (2006). Children’s thinking about cultural universals. Erlbaum.
   Google Scholar
• Butler, J. (2004). Undoing gender. Routledge.
   Google Scholar
• Butler-Wall, A., Cosier, K., & Harper, R. L. (Eds.). (2016). Rethinking sexism, gender, and sexuality. Rethinking Schools.
   Google Scholar
• Casey, K., Novick, K., & Lourenco, S. F. (2021). Sixty years of gender representation in children’s books: Conditions associated with male vs. female overrepresentation. PLoS ONE, 16(12), 1–19. https://doi.org/10.1371/journal.pone.0260566
   Web of Science ®Google Scholar
• Clarke, L. W., & Whitney, E. (2009). Walking in their shoes: Using multiple‐perspectives texts as a bridge to critical literacy. The Reading Teacher, 62(6), 530–534. https://doi.org/10.1598/RT.62.6.7
   Web of Science ®Google Scholar
• Colley, L. (2019). (Un)restricting feminism: High school students’ definitions of gender and feminism in the context of the historic struggle for women’s rights. Theory & Research in Social Education, 47(3), 426–455. https://doi.org/10.1080/00933104.2019.1593268
   Google Scholar
• Crocco, M. S. (1997). Making time for women’s history. Social Education, 61(1), 32–37.
   Google Scholar
• Davies, B. (1989). Frogs and snails and feminist tales. Allen and Unwin.
   Google Scholar
• Davies, B. (1997). Constructing and deconstructing masculinities through critical literacy. Gender and Education, 9(1), 9–30. https://doi.org/10.1080/09540259721420
   Google Scholar
• Demoiny, S. B., & Ferraras-Stone, J. (2018). Critical literacy in elementary social studies: Juxtaposing historical master and counter narratives in picture books. The Social Studies, 109(2), 64–73. https://doi.org/10.1080/00377996.2018.1451981
   Google Scholar
• DeMont, B. (2017). I love my purse. Annick Press.
   Google Scholar
• DiGiovanni, L. W., & Liston, D. D. (2005). Feminist pedagogy in the elementary classroom: An agenda for practice. Feminist Teacher, 15(2), 123–131.
   Google Scholar
• Eagly, A. H., & Wood, W. (2011). Feminism and the evolution of sex differences and similarities. Sex Roles, 64(9), 758–767. https://doi.org/10.1007/s11199-011-9949-9
   Web of Science ®Google Scholar
• Earles, J. (2017). Reading gender: A feminist, queer approach to children’s literature and children’s discursive agency. Gender and Education, 29(3), 369–388. https://doi.org/10.1080/09540253.2016.1156062
   Web of Science ®Google Scholar
• Elliott, K. (2018). Challenging toxic masculinity in schools and society. On the Horizon, 26(1), 17–22. https://doi.org/10.1108/OTH-11-2017-0088
   Web of Science ®Google Scholar
• Engebretson, K. E. (2014). Another missed opportunity: Gender in the national curriculum standards for social studies. Social Studies Research & Practice, 9(3), 21–34. https://doi.org/10.1108/SSRP-03-2014-B0002
   Google Scholar
• Evans, L., & Davies, K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading textbooks. Sex Roles, 42(3–4), 255–270. https://doi.org/10.1023/A:1007043323906
   Web of Science ®Google Scholar
• Falkner, A., & Clark, A. (2018). Following Dylan’s lead: Student-led discussions of gender variance in the elementary classroom. In S. B. Shear, C. M. Tschida, E. Bellows, L. B. Buchanan, & E. Saylor (Eds.), (Re)imagining elementary social studies: A controversial issues reader (pp. 295–306). Information Age.
   Google Scholar
• Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read‐alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17. https://doi.org/10.1598/RT.58.1.1
   Web of Science ®Google Scholar
• Formby, E. (2015). Limitations of focusing on homophobic, biphobic and transphobic ‘bullying ‘to understand and address LGBT young people’s experiences within and beyond school. Sex Education, 15(6), 626–640. https://doi.org/10.1080/14681811.2015.1054024
   Web of Science ®Google Scholar
• Fosberry, J. (2008). My name is not Isabella: Just how big can a little girl dream?. Sourcebooks.
   Google Scholar
• Freire, P. (1973). Education for critical consciousness. Seabury Press.
   Google Scholar
• Freire, P. (2000). Cultural action for freedom. Harvard Educational Publishing Group. ( Original work published 1970)
   Google Scholar
• Gillander Gådin, K., & Stein, N. (2019). Do schools normalise sexual harassment? An analysis of a legal case regarding sexual harassment in a Swedish high school. Gender and Education, 31(7), 920–937. https://doi.org/10.1080/09540253.2017.1396292
   Web of Science ®Google Scholar
• Gino, A. (2015). George. Scholastic.
   Google Scholar
• Guzzo, R. S. L. (2014). Conscientization and political changes. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 1–5). Springer.
   Google Scholar
• Hahn, C. L., Bernard-Powers, J., Crocco, M. S., & Woyshner, C. (2007). Gender equity in social studies. In S. Klein (Ed.), Handbook for achieving gender equity through education (pp. 335–358). Routledge.
   Google Scholar
• Haines, E. L., Deaux, K., & Lofaro, N. (2016). The times they are a-changing … or are they not? A comparison of gender stereotypes, 1983–2014. Psychology of Women Quarterly, 40(3), 353–363. https://doi.org/10.1177/0361684316634081
   Web of Science ®Google Scholar
• Halvorsen, A., Santiago, M., Castro, E., & Whitford, A. (2018). Civic life in the neighborhood: Leveraging historical context to teach injustice in the elementary grades. Social Studies Journal, 38(2), 6–19.
   Google Scholar
• Hermann-Wilmarth, J. M., Lannen, R., & Ryan, C. L. (2017). Critical literacy and transgender topics in an upper elementary classroom: A portrait of possibility. Journal of Language and Literacy Education, 13(1), 15–27.
   Web of Science ®Google Scholar
• hooks, b. (1984). Feminist theory: From margin to center. South End Press.
   Google Scholar
• hooks, b. (2004). The will to change: Men, masculinity, and love. Beyond Words/Atria Books.
   Google Scholar
• Institute for Women’s Policy Research. (2020). On equal pay day, celebrate women who know their worth. YouTube. https://www.youtube.com/watch?v=0kYc9_D-eik
   Google Scholar
• Jiménez, L. M. (2021). Mirrors and windows with texts and readers: Intersectional social justice at work in the classroom. Language Arts, 98(3), 156–161.
   Google Scholar
• Kane, J. (2013). Social class, gender and exclusion from school. Routledge.
   Google Scholar
• Karniol, R., & Gal Disegni, M. (2009). The impact of gender-fair versus gender-stereotyped basal readers on 1st-grade children’s gender stereotypes: A natural experiment. Journal of Research in Childhood Education, 23(4), 411–420. https://doi.org/10.1080/02568540909594670
   Google Scholar
• Keenan, H., & Miss Hot Mess, L. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440–461. https://doi.org/10.1080/03626784.2020.1864621
   Web of Science ®Google Scholar
• Kneeskern, E. E., & Reeder, P. A. (2020). Examining the impact of fiction literature on children’s gender stereotypes. Current Psychology, 39(1), 1–14. https://doi.org/10.1007/s12144-020-00686-4
   Google Scholar
• Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 31(2), 87–99. https://doi.org/10.1080/00405849209543529
   Google Scholar
• Lavietes, M. (2022, June 30). As Florida’s “Don’t Say Gay” law takes effect, schools roll out LGBTQ restrictions. NBC News. https://www.nbcnews.com/nbc-out/out-news/floridas-dont-say-gay-law-takes-effect-schools-roll-lgbtq-restrictions-rcna36143
   Google Scholar
• Learning for Justice. (n.d). What are gender stereotypes? https://www.learningforjustice.org/classroom-resources/lessons/what-are-gender-stereotypes
   Google Scholar
• Learning for Justice. (2016). Social justice standards: The teaching tolerance anti-bias framework. https://www.learningforjustice.org/sites/default/files/2020-09/TT-Social-Justice-Standards-Anti-bias-framework-2020.pdf
   Google Scholar
• Lerner, G. (1986). The creation of patriarchy. Oxford University Press.
   Google Scholar
• Levstik, L. S., & Groth, J. (2002). “Scary thing, being an eighth grader”: Exploring gender and sexuality in a middle school U.S. history unit. Theory & Research in Social Education, 30(2), 233–254. https://doi.org/10.1080/00933104.2002.10473193
   Google Scholar
• Liben, L. S., & Bigler, R. S. (2017). Understanding and undermining the development of gender dichotomies: The legacy of sandra lipsitz bem. Sex Roles, 76(9), 544–555. https://doi.org/10.1007/s11199-015-0519-4
   Web of Science ®Google Scholar
• List, M. (2018). Gender. In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 119–130). Peter Lang.
   Google Scholar
• Lorber, J. E., & Farrell, S. A. (1991). The social construction of gender. Sage.
   Google Scholar
• Lu, D. W., Lall, M. D., Mitzman, J., Heron, S., Pierce, A., Hartman, N. D., McCarthy, D. M., Jauregui, J., & Strout, T. D. (2020). #metoo in EM: A multicenter survey of academic emergency medicine faculty on their experiences with gender discrimination and sexual harassment. The Western Journal of Emergency Medicine, 21(2), 252. https://doi.org/10.5811/westjem.2019.11.44592
   PubMed Web of Science ®Google Scholar
• Macy, S. (2016). Miss Mary reporting: The true story of sportswriter Mary Garber. Simon & Schuster.
   Google Scholar
• Mangin, M. M. (2022). Teachers’ strategies for supporting transgender and/or gender-expansive elementary school students. Educational Researcher, 51(5), 324–335. https://doi.org/10.3102/0013189X221084666
   Web of Science ®Google Scholar
• Martin, C. L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13(2), 67–70. https://doi.org/10.1111/j.0963-7214.2004.00276.x
   Web of Science ®Google Scholar
• Martin, C. L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128(6), 903–933. https://doi.org/10.1037/0033-2909.128.6.903
   PubMed Web of Science ®Google Scholar
• Martin, J. (2003). Feminist theory and critical theory: Unexplored synergies. In M. Alvesson & H. Willmott (Eds.), Studying management critically (pp. 66–91). Sage.
   Google Scholar
• Mayo, J. B., Jr. (2016). Adults’ complicity in limiting students’ understanding of sex, gender and sexuality at school. Sex Education, 16(1), 105–110. https://doi.org/10.1080/14681811.2015.1094944
   Web of Science ®Google Scholar
• Meyer, E. J. (2015). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. Teachers College Press.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• Morgan, K., & Surtees, N. (2022). “I can be a girl if I want to”: Supporting or silencing children’s working theories during counter-heteronormative picturebook sessions in early childhood education. Waikato Journal of Education, 27(1), 133–146. https://doi.org/10.15663/wje.v26i1.893
   Google Scholar
• Narahara, M. (1998). Gender stereotypes in children’s picture books. ERIC Document Reproduction Service No. ED419248.
   Google Scholar
• National Council for the Social Studies. (2013). College, career, and civic life (C3) framework for the social studies: Guidance for enhancing the rigor of K-12 civic, economics, geography, & history.
   Google Scholar
• National Council for the Social Studies. (2017). Powerful, purposeful, pedagogy in elementary school social studies. https://www.socialstudies.org/position-statements/powerful-purposeful-pedagogy-elementary-school-social-studies
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for english language arts and literacy in history/social studies, science, and technical subjects. http://www.corestandards.org/
   Google Scholar
• Newman, L. (2017). Sparkle boy. Lee & Low Books.
   Google Scholar
• Olsson, M., & Martiny, S. E. (2018). Does exposure to counterstereotypical role models influence girls’ and women’s gender stereotypes and career choices? A review of social psychological research. Frontiers in Psychology, 9, Article 2264. https://doi.org/10.3389/fpsyg.2018.02264
   Web of Science ®Google Scholar
• Osbourne, M., & Osbourne, W. (2005). Sleeping bobby. Atheneum Books for Young Readers.
   Google Scholar
• Paechter, C., Toft, A., & Carlile, A. (2021). Non-binary young people and schools: Pedagogical insights from a small-scale interview study. Pedagogy, Culture & Society, 29(5), 695–713. https://doi.org/10.1080/14681366.2021.1912160
   Web of Science ®Google Scholar
• Pal, V., & Singh, D. (2019). “Re-Storying” to reverse the game of silence: Louise Erdrich’s narrative rescue from reductive western discourses. IUP Journal of English Studies, 14(3), 30–40.
   Google Scholar
• Paley, V. G. (1992). You can’t say you can’t play. Harvard University Press.
   Google Scholar
• Pearlman, R. (2018). Pink is for boys. Running Press Kids.
   Google Scholar
• Pearse, R., & Connell, R. (2016). Gender norms and the economy: Insights from social research. Feminist Economics, 22(1), 30–53. https://doi.org/10.1080/13545701.2015.1078485
   Web of Science ®Google Scholar
• Robson, C. (2020). Writing beyond recognition: Queer re-storying for social change. Stylus Publishing.
   Google Scholar
• Rodríguez, N. N., & Swalwell, K. (2021). Social studies for a better world: An anti-oppressive approach for elementary educators. W. W. Norton & Company.
   Google Scholar
• Sandretto, S. (2018). A case for critical literacy with queer intent. Journal of LGBT Youth, 15(3), 197–211. https://doi.org/10.1080/19361653.2018.1466753
   Web of Science ®Google Scholar
• Schmeichel, M. (2015). Skirting around critical feminist rationales for teaching women in social studies. Theory & Research in Social Education, 43(1), 1–27. https://doi.org/10.1080/00933104.2014.1002648
   Web of Science ®Google Scholar
• Scott, K. P., & Feldman-Summers, S. (1979). Children’s reactions to textbook stories in which females are portrayed in traditionally male roles. Journal of Educational Psychology, 71(3), 396–402. https://doi.org/10.1037/0022-0663.71.3.396
   Web of Science ®Google Scholar
• Shear, S. B., Tschida, C. M., Bellows, E., Saylor, E., & Buchanan, L. B. (Eds.). (2017). (Re)imagining elementary social studies: A controversial issues reader. Information Age.
   Google Scholar
• Shutts, K., Banaji, M. R., & Spelke, E. S. (2010). Social categories guide young children’s preferences for novel objects. Developmental Science, 13(4), 599–610. https://doi.org/10.1111/j.1467-7687.2009.00913.x
   PubMed Web of Science ®Google Scholar
• Skinner, A. L., Olson, K. R., & Meltzoff, A. N. (2020). Acquiring group bias: Observing other people’s nonverbal signals can create social group biases. Journal of Personality and Social Psychology, 119(4), 824–838. https://doi.org/10.1037/pspi0000218
   PubMed Web of Science ®Google Scholar
• Sleeter, C. E., & Grant, C. A. (2011). Race, class, gender, and disability in current textbooks. In A. Shaver, M. Bello, & E. Provenzo (Eds.), The textbook as discourse: Sociocultural dimensions of American schoolbooks (pp. 182–215). Routledge.
   Google Scholar
• Smolkin, L. B., & Young, C. A. (2011). Missing mirrors, missing windows: Children’s literature textbooks and LGBT topics. Language Arts, 88(3), 217.
   Google Scholar
• Stephens, J. (2013). Ways of being male: Representing masculinities in children’s literature. Routledge.
   Google Scholar
• Strachan, S. L. (2015). Kindergarten students’ social studies and content literacy learning from interactive read-alouds. Journal of Social Studies Research, 39(4), 207–223. https://doi.org/10.1016/j.jssr.2015.08.003
   Google Scholar
• Thomas, E. E. (2019). The dark fantastic: Race and the imagination from Harry Potter to the Hunger Games. New York University Press.
   Google Scholar
• Tostivint, O. (2019). It’s a (wo) man’s world: An analysis of hegemonic masculinity and its myriad of destructive impacts on contemporary society. Newcastle Business School Student Journal, 2(1), 21–30.
   Google Scholar
• Trepanier-Street, M. L., & Romatowski, J. A. (1999). The influence of children’s literature on gender role perceptions: A reexamination. Early Childhood Education Journal, 26(3), 155–159. https://doi.org/10.1023/A:1022977317864
   Google Scholar
• Tsao, Y. L. (2008). Gender issues in young children’s literature. Reading Improvement, 45(3), 108–114.
   Google Scholar
• Tschida, C. M., & Buchanan, L. B. (2015). Tackling controversial topics: Developing thematic text sets for elementary social studies. Social Studies Research and Practice, 10(3), 40–56. https://doi.org/10.1108/SSRP-03-2015-B0003
   Google Scholar
• Tschida, C. M., & Buchanan, L. B. (2017). What makes a family? Sharing multiple perspectives using an inclusive text set. Social Studies and the Young Learner, 30(2), 3–7. https://www.socialstudies.org/social-studies-and-young-learner/30/2/what-makes-family-sharing-multiple-perspectives-through
   Google Scholar
• Ullman, J. (2017). Teacher positivity towards gender diversity: Exploring relationships and school outcomes for transgender and gender-diverse students. Sex Education, 17(3), 276–289. https://doi.org/10.1080/14681811.2016.1273104
   Web of Science ®Google Scholar
• Vezzali, L., Capozza, D., Giovannini, D., & Stathi, S. (2012). Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children. Group Processes & Intergroup Relations, 15(2), 203–212. https://doi.org/10.1177/1368430211424920
   Web of Science ®Google Scholar
• Wang, Z., Fong, F. T., & Meltzoff, A. N. (2021). Enhancing same‐gender imitation by highlighting gender norms in Chinese pre‐school children. The British Journal of Developmental Psychology, 39(1), 133–152. https://doi.org/10.1111/bjdp.12356
   PubMed Web of Science ®Google Scholar
• Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38(6), 431–438. https://doi.org/10.1007/s10643-010-0426-9
   Google Scholar