Abstract

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

Highlights

  • Research Purpose: Statement of the IssueThere is often a misconception that prior to puberty, children neither experience gender independence1, nor understand their gender identities

  • The major focus of this study is to examine the ways in which teachers construct and understand gender and gender identity, and to explore how teachers work towards creating classrooms that are more inclusive to children who are gender independent

  • All of the teachers interviewed in this study were teachers from Toronto District School Board (TDSB) elementary schools who taught between kindergarten and grade eight, and who were either positive space representatives for their schools, or, who were LGBTQ advocates at their schools

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Summary

Introduction

There is often a misconception that prior to puberty, children neither experience gender independence, nor understand their gender identities. Many researchers conclude that this is because gender independence, transsexualism and same sex preference are often inaccurately conflated (Biddulph, 2006; Kennedy, 2008). The idea that gender identity and sexual orientation are one and the same is problematic because while same sex preference usually becomes apparent at or around the age of puberty, substantial research has identified that gender independence can occur much earlier. Research in the area of children and “non typical” gender identity has identified that children can begin experience gender independence as early as eighteen months of age (Brill & Pepper, 2008; Ehrensaft, 2011; Dykstra, 2005; PFLAG, 2007; Orr & Pearson, 2011). According to the World Health Organization (1985), childhood gender non-conformity (sic) is usually observed in children between the ages of two and four (as cited by Dykstra, 2005)

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