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ERIC Number: ED535424
Record Type: Non-Journal
Publication Date: 2009
Pages: 88
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-9981-0
ISSN: N/A
Evaluation of the FAIR Program: Teaching Gender Equality to Children
Brinkman, Britney G.
ProQuest LLC, Ph.D. Dissertation, Colorado State University
The purpose of this study was to explore the impact of the Fairness for All Individuals through Respect (FAIR) program on fifth grade students' understanding of gender as a diversity issue. In particular, this project examined the influence of this program on students' knowledge, self-identity, attitudes about gender roles, experiences of gender prejudice, and engagement in discriminatory behaviors. A total of six fifth-grade classrooms participated in the study, including sixty-six girls and fifty-five boys with an average age of 10.8 years. The participants self-reported their ethnicity being predominantly White non-Hispanic (N = 78, 65%), or Hispanic/Latino/a (N = 27, 23%). Four classrooms were designated to the experimental group ( N = 86), with two assigned to the waitlist group (N = 35). Classrooms in the experimental group completed surveys prior to their participation in the FAIR program. Afterwards, they participated in focus groups and filled out the surveys again a week later. The waitlist group students completed the same set of measures twice, with one week between measurements. Students in the experimental group reported lower levels of experiences of gender prejudice (both in general and from their classmates in particular) at posttest than the waitlist participants. Additionally, teachers from the classrooms in the experimental group reported that their students engaged in fewer gender prejudiced behaviors at posttest than teachers from the waitlist classrooms. A number of important themes emerged from the focus groups conducted with the students. Participants reported an increase in knowledge about gender and stereotypes after participating in FAIR, a better understanding of their own gender identity development, an increase in the endorsement of gender equality, and changes in their ideas about how to treat others. Overall, this research suggests that the FAIR program is effective in teaching children about gender equality and can have significant influences on actual behavioral outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A