A Study of Children&amp;apos;s Perceptions of Gender Identity and Stereotype in Public Pre-Primary Schools in Nairobi County, Kenya

Juliet Muasya,Isaac Muasya

doi:10.11648/j.ijeedu.20200901.11

Abstract

Pre-primary education is a critical period when children develop, understand and express their gender identity and stereotype. Thus, pre-primary teachers should provide a rich learning environment with materials and equipments to guide and support children as they continue to explore their gender identity and stereotypes. The current study explored ways in which children perceive gender identity and stereotypes. In depth interviews were used with 20 children (10 boys and 10 girls), randomly sampled from 10 public pre-primary schools in Nairobi County. Data was analysed using themes in line with the study objectives. Findings reveal that the influence of teachers and mothers has an impact on how both boys and girls perceive their gender identity and stereotype. In particular, masculine and feminine characteristics, play materials and equipments, enhances children's gender identity and stereotypes. In conclusion, it is important to note that in order to bridge the gender gaps experienced by boys and girls, it is critical to deal with gender bias, stereotype and discrimination during the early years of a child's life. Relevant policies and programmes should be put in place especially in teacher education in order to empower teachers to help children deal with gender stereotypes.

Highlights

Pre-primary is an epoch and a crucial period when children are in the process of developing, understanding and expressing their gender which influences their identity and stereotype [1,2,3,4]
Data drawn from in-depth interviews with 20 pre-primary school children (10 girls and 10 boys) regarding their perceptions of gender identity and stereotype, was categorised using the following sub-themes: superficial appearances and pre-primary school children's gender identity; befriending those of the same gender: a discourse of children's gender identity; 'mothers' and their influence on children's gender identity and stereotype; masculine and feminine characteristics and children's gender identity and stereotype; children's perceptions of gender stereotype roles at home; gender stereotype play materials and equipments
Research has further shown that girls tend to identify with the ‘female teachers role’ by forming close relationships [3]. Does this confirm the important role played by both 'mothers' and 'female teachers' in enhancing children's gender identity and roles both in school and at home?. It seems that promotion of gender equality among preprimary school children is a sensitive issue that should be dealt with during the early years, since gender identity and stereotype are well pronounced during the early years of a child's growth and development

Summary

Introduction

Pre-primary is an epoch and a crucial period when children are in the process of developing, understanding and expressing their gender which influences their identity and stereotype [1,2,3,4]. Research has shown that parents, preschool teachers, classroom environment, teaching materials and peer groups influence children's perceptions and development of their gender identity and stereotype [3, 5]. What this means is that children's gender identity and stereotype is constructed by their interactions and socialisation with family members, friends (at school, home, community) and the media [1, 6]. Children's decisions about gender related messages are shaped by the context in which they act and develop their identities and stereotypes [3, 4]. The purpose of this study was to explore ways in which preprimary school children perceive their gender identity and stereotype, since to date (2020) no such study has been done in Kenya

Objectives

Methods

Discussion

Conclusion