ERIC Number: EJ945697
Record Type: Journal
Publication Date: 2011
Why Does Gender Matter? Counteracting Stereotypes with Young Children
Aina, Olaiya E.; Cameron, Petronella A.
Dimensions of Early Childhood, v39 n3 p11-20 2011
The early gender bias experiences that children encounter can shape their attitudes and beliefs related to their development of interpersonal and intrapersonal relationships, access to education equality, participation in the corporate work world, as well as stifling their physical and psychological well being. For early childhood educators, being aware of the effects of gender stereotypes is particularly critical, because concepts of gender identity are sometimes placed on children even before their birth, with the selection of paint colors for the nursery, for example. Preschool educators can help children develop a positive sense of their own gender. By equipping young children with positive messages of empowerment regardless of gender, in addition to the critical thinking skills to identify stereotypes, teachers and families can impart in children self-concept resiliency, even when faced with negative stereotypes. Those children will then be less likely to perpetuate the stereotypes and can help end the cycle of prejudice.
Descriptors: Sex Stereotypes, Young Children, Sexual Identity, Gender Issues, Gender Bias, Thinking Skills, Consciousness Raising, Self Concept, Empowerment, Critical Thinking, Resilience (Psychology), Social Attitudes, Popular Culture, Early Childhood Education, Play, Friendship, Occupational Aspiration, Academic Achievement, Teaching Methods, Curriculum, Social Justice, Teacher Role, Family Role, Administrator Role, Teacher Education
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: firstname.lastname@example.org; Web site: http://www.southernearlychildhood.org/publications.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Authoring Institution: N/A