Gender stereotypes and biases in early childhood: A systematic review

King, Tania; Scovelle, Anna J; Meehl, Anneke; Milner, Allison; Priest, Naomi

doi:10.1177/1836939121999849

Cited by 37 publications

(16 citation statements)

References 36 publications

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“…However, if education practitioners are not aware of the essential role they play in this matter, they can also spread gender stereotypes. They have their own implicit beliefs and subconscious understandings of gender and this is transferred to the different expectations and different ways of interacting with their students depending on their gender ( Culhane and Bazeley, 2019 ; King et al, 2021 ). This is key to the way in which children learn about gender.…”

Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

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Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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“…Nevertheless, our results show the basic precondition that sex role stereotypes do color parental expectations, even before birth. This is important as there exists an increased recognition that preventing damaging gender attitudes and stereotypes in childhood is key to social change (King et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Prenatal Sex Role Stereotypes: Gendered Expectations and Perceptions of (Expectant) Parents

Hoffmann

2023

Arch Sex Behav

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People assign attributes to a different degree to other persons depending on whether these are male or female (sex role stereotypes). Such stereotypes continue to exist even in countries with lower gender inequality. The present research tested the idea that parents develop sex role consistent expectations of their babies’ attributes based on fetal sex (by ultrasound diagnostic), as well as gendered perceptions of their recently newborn babies. A total of 304 dyads of predominantly White expecting parents from Germany were followed over the course of pregnancy until after the birth and completed a sex role inventory on their babies’ expected (before birth) as well as perceived traits (after birth). Specifically, they rated to what extent they expected their babies to have normatively feminine traits (e.g., soft-spoken and warm) and normatively masculine traits (e.g., independent and assertive) twice before birth (first half of pregnancy, six weeks before due date) and to what extent they perceived their baby to have these traits eight weeks after birth. The results suggested that fathers held gendered expectations and perceptions, whereas mothers did not. These results suggest that male and female babies are likely to encounter sex role stereotypes about their alleged attributes as soon as their birth.

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“…Esto puede estar relacionado con el hecho de que nuestras informantes expresen que los/as niños/as en la etapa de infantil no reproducen un modelo estereotipado. Puede que no identifiquen correctamente esta situación, ya que los/as niños/as demuestran comportamientos estereotipados ya entre los 3 y los 5 años tal y como ha sido apuntado en una reciente revisión sistemática (King et al, 2021).…”

Section: Discussionunclassified

Trabajar la igualdad de género en la Educación Infantil desde la formación docente

Ruido

Iglesias

Losada

2022

Cuad. pedagog. univ. (En línea)

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La transmisión del sexismo y de los estereotipos de género que sustentan una realidad de desigualdad de género es una preocupación para la comunidad académica de todos los niveles educativos. Así, el objetivo de este estudio es analizar las percepciones, actitudes y comportamientos en materia de igualdad de género de un grupo de docentes de Educación Infantil. Mediante una metodología cualitativa se han realizado entrevistas en las que participaron 13 docentes del segundo ciclo de Educación Infantil de Galicia, con un rango de edad situado entre los 27 a los 52 años, siendo la media de 36.92 (SD = 8.06). Los resultados evidencian el compromiso docente con la igualdad de género tanto en relación a la formación, como respecto a llevar al aula actuaciones que generen igualdad, la necesidad de reconsiderar los estereotipos de género y promover prácticas igualitarias. Además, a través del discurso de las informantes se evidencia la existencia de situaciones de discriminación, sexismo y transmisión de roles y rasgos estereotipados en la etapa de Educación Infantil. La formación de los/as futuros/as docentes en materia de igualdad de género no es cuestión baladí, sino una necesidad fundamental. En consecuencia, es urgente instalar esta temática en la formación de los/as futuros/as docentes.

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Gender stereotypes and biases in early childhood: A systematic review

Cited by 37 publications

References 36 publications

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Prenatal Sex Role Stereotypes: Gendered Expectations and Perceptions of (Expectant) Parents

Trabajar la igualdad de género en la Educación Infantil desde la formación docente

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