Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

Abstract

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.

Tracking gender in kindergarten

“…Therefore, boys are trained from an early age to take active positions and the opposite applies to girls (Bø, 2014). Therefore, gender-stereotypical attitudes towards girls and boys contribute to upholding traditional perceptions (Aune, 2012;Chen & Rao, 2011;Chick et al, 2002;Gerouki, 2010;Hamilton, Anderson, Broaddus, & Young, 2006;Lynch, 2015).…”

Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten

“…Teachers regularly segregate kindergarten students based on gender in order to facilitate transitions between such activities as teaching, physical education-class games, music, and computer classes (Chen & Rao, 2011). When interacting with children, teachers typically praise girls for their clothing, hairstyles, and nurturing behaviours, and boys for their physical size (Blaise, 2005;Chick, Heilman-Houser, & Hunter, 2002).…”

“…When interacting with children, teachers typically praise girls for their clothing, hairstyles, and nurturing behaviours, and boys for their physical size (Blaise, 2005;Chick, Heilman-Houser, & Hunter, 2002). Additionally, teachers have been found to have more negative interactions with boys than with girls (Chen & Rao, 2011). However, teachers appear unaware that such seemingly harmless uses of gender and their comments promote gender stereotypes in children (Chen & Rao, 2011).…”

“…Additionally, teachers have been found to have more negative interactions with boys than with girls (Chen & Rao, 2011). However, teachers appear unaware that such seemingly harmless uses of gender and their comments promote gender stereotypes in children (Chen & Rao, 2011).…”

“…Lynch interactions (Chen & Rao, 2011;Chick et al, 2002;Jones & Dinda, 2004). Because being a trouble-maker is seen as trademark boy behaviour, some teachers will not encourage boys to behave otherwise, lest they be teased for acting 'feminine' (Jordan, 1995).…”