Pre-Service Teachers\u2019 Views of the Child\u2014Reproducing or Challenging Gender Stereotypes in Science in Preschool

Annica Gullberg,Anna Danielsson,Kristina Andersson,Anita Hussénius,Kathryn Scantlebury

doi:10.1007/s11165-016-9593-z

Annica Gullberg, Anna Danielsson + Show 3 more

Open Access

https://doi.org/10.1007/s11165-016-9593-z

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Abstract

We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.

Highlights

Sweden is generally regarded as one of the world’s most gender-equitable countries, and since the 1970s, there has been an explicit political aim to promote economic equality between women and men (Weiner and Berge 2001)
Biological differences exist between girls and boys Both females and males are needed as role models Preschool teachers have stereotypical gender views Preschool teachers interactions with children and parents Parents influence the children Challenge gender norms Gender does not matter Gender should not matter Overcompensation of girls Is or has become gender aware Scrutinize their own behaviour Want to challenge and change the prevalent gender order Pre-service teachers analyse their situations with gender theories (Fig. 1)
Using the data from the 47 pre-service teachers, the discourse Construere formed the largest group followed by Essentia

Summary

Introduction

Sweden is generally regarded as one of the world’s most gender-equitable countries, and since the 1970s, there has been an explicit political aim to promote economic equality between women and men (Weiner and Berge 2001). Assuming it is possible to influence students’ choices, teachers are important agents in combating gender-stereotyped ways of thinking and gender-related stereotyped education choices Students may establish their educational and vocational choices during childhood: it is important for girls and boys to have an unlimited range of possibilities and equal opportunities to develop and explore their abilities and interests. Discussions regarding gender as macro- and micro-structures are rarely included in teacher education for science This is problematic because the Swedish curriculum strongly emphasizes that teachers ensure adherence to gender stereotypes should not restrict girls’ and boys’ potential interests, choices and behaviours. In this background, we provide an overview of the relevant international and Swedish research for the study, including the theoretical frameworks used. The final section describes edu-care and how science can be taught in preschool.

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