Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions Teacher-child interactions and peer exchanges were observed once a week for 10 months in four kindergartens in Hong Kong, China. A total of 206 anecdotes/scenes considered representative of the gender-related experiences of 109 4-year-old Chinese children in these kindergartens were analyzed. Descriptive codes, generated iteratively were clustered, categorized, integrated, recoded and recategorized and led to the identification of two major themes related to the socialization practices of teachers: Gendered Kindergarten Routines and Perpetuation of Gender Stereotypes. Findings indicated that these early years’ educational contexts were not gender neutral. Teachers interacted with boys significantly more than girls. They also subtly conveyed traditional Chinese gender values through their repeated use of gendered routines in the kindergartens and their behaviors reflected gender stereotypes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

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Publisher
Springer US
Copyright
Copyright © 2010 by The Author(s)
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-010-9873-4
Publisher site
See Article on Publisher Site

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