Abstract
This thesis looks at gender role stereotyping in children's literature and how those stereotypes may be transferred to students from books and teachers reading books during story-time. It specifically explores how teacher-student interactions during story-time may teach students to "abide by" the traditional/stereotypical gender roles presented in the books and by the teacher. This is accomplished by using social learning theory and symbolic interaction theory to explain how children learn about gender roles and what role story-time interactions between students and teacher play in children's gender knowledge development. Story-time observations in four different classrooms and interviews with the teachers were conducted and analyzed. Results showed that the teachers have stereotypical views and beliefs concerning gender roles and that they in effect, however unintentionally, transfer those beliefs to their students during story-time. Other patterns, including students beliefs and teaching methods/interaction techniques are discussed. Further research is suggested, with recommendations of using a larger sample and doing a longitudinal study.
Advisor
Fitz Gibbon, Heather
Second Advisor
Horowitz, Sheryl
Department
Sociology and Anthropology
Recommended Citation
Sallander, Malin, "Story-Time Interactions in the Elementary School: What Role Do Teachers Play in the Gender Role Knowledge Development of Students?" (1995). Senior Independent Study Theses. Paper 6300.
https://openworks.wooster.edu/independentstudy/6300
Publication Date
1995
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 1995 Malin Sallander