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ERIC Number: ED350098
Record Type: Non-Journal
Publication Date: 1992-Jun
Pages: 119
Abstractor: N/A
Reference Count: N/A
Social Studies for Preschool Children through Cognitive Intervention of the Acquisition of Sex-Role Stereotypes.
Glickman, Jill Morris
This practicum report describes an intervention to teach preschool children to resist gender bias. The stated intervention objectives were as follows: (1) children will exhibit a 20 percent reduction in gender-stereotyped behaviors as measured by experimenter observation; (2) at least 20 percent of children will demonstrate an understanding of counterstereotypical knowledge as measured by the Sex Role Learning Index; (3) after 3 months, 50 percent of children will demonstrate a reduction in sex role stereotyping of play items as measured by the Sex-Typed Picture Test; (4) parents will increase their knowledge about eliminating sex role stereotyping as measured by a parent survey; (5) children will correctly use the word "stereotype" in conversation; and (6) children will exhibit an ability to resist gender bias as measured by experimenter observation. The intervention consisted of three components. Parents attended meetings at which issues relevant to sex role stereotyping were examined. In 12 weekly sessions with the children, the experimenter discussed issues and conducted activities concerning sex stereotyping. Throughout the intervention, the classroom teacher provided children with books, songs, and role playing opportunities that addressed issues of sex stereotyping. Results indicated that the objectives were met. A 42-item reference list, and a 13-item bibliography of books for children and adults, are provided. Appendices include questionnaires, measurement instruments, and related items. (BC)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A