Gender perceptions of preservice early childhood teachers: comparison of introductory and senior level students

Abstract

The purpose of this study was to compare the perceptions of preservice introductory students majoring in Early Childhood Education at UW-Stout on gender equity to senior level students involved in their student teaching. Preservice teachers have been studied at length, giving both teachers and researchers a rich source of information. In all of this information there is little research documenting what Bailey, Scantlebury, and Letts (1997) call gender-blindness. Practicing techniques to identify the subtle gender bias embedded in classroom behavior is an important element in preparing to be an equitable teacher. Education programs should include fundamental research in this training. The researcher sought to find out if teachers of young children understand gender-based differences. Differences that mean young boys and girls are driven by not only nature (genetic) influences but also nurture (socio-cultural) (Hyun & Tyler; 1999; Sadker & Sadker, 1990; Shore, 1997; Wolfe & Brandt, 1998). Other considerations that needed investigation were the teachers’ general perceptions of young children’s gender difference: Do preservice teachers respond appropriately to gender-based differences? Are there any changes in gender perceptions of the preservice students from the time they enter the early childhood program until their graduation? And finally, how do early childhood students evaluate their gender instruction in their program? Because of the need to answer these questions, the researcher investigated the awareness and sensitivity to gender bias of the early childhood majors at the University of Wisconsin-Stout. The study researched four areas: 1. The freshmen and senior level student teachers on attitudes regarding gender equity; 2. The extent to which their early childhood program addresses gender equity; 3. The students ' knowledge about gender and gender equity; and 4. The male and female early childhood education majors on attitudes regarding gender equity. The questionnaire was divided into five sections. Section I contained demographic data. Section II consisted of 28 attitude items regarding gender bias. Section III contained 10 true and false questions and section IV contained 9 multiple choice items that measured gender equity knowledge. Section V contained 5 items pertaining to early childhood education program assessment of gender equity. The data for the survey were collected during class time which yielded a 100% response rate. The data were analyzed using a T-Test; Cronbach's Alpha Reliability, and the Kuder-Richardson. The findings indicate there was a significant difference overall between the freshman and seniors in attitude about gender sensitivity with student teachers being more sensitive than freshman. When both groups assessed their teacher education programs on gender issues, the data revealed that the student teachers felt they had better preparation then the freshmen, although both groups felt their preparation was below adequate and responded so on the scale. On the gender equity knowledge base section there was no significant difference between freshman and the student teachers. Analysis revealed significant differences on some attitude statements between male and female students.