Decoding gender in nature-based education: perceptions of environmental educators

Abstract

In this qualitative study, we interviewed 20 environmental educators from six countries about their perceptions of gender in their work with children in nature. While many agreed that the physical environment seemed to bring fewer gendered cues to learning and allowed for more independent exploration, their responses also reflected limited confidence in drawing conclusions about the presence and influence of gender in nature-based education. Discussions of gendered language in nature, moving beyond the gender binary, and the role of student free choice emerged. Gender roles and restrictive, harmful gendered socialization will continue to manifest outside if environmental educators do not have the awareness and preparedness to identify and intentionally disrupt such experiences. It is essential to ensure that everyone working with children in nature understands the ways gender exists outside, when it is harmful and when it is productive, and how to consciously, intentionally shape student experiences with gender outdoors.