Journal Article


Early preschool environments and gender: Effects of gender pedagogy in Sweden

Abstract

To test how early social environments affect children’s consideration of gender, 3- to 6-year-old children (N = 80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others’ gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children’s tendency to spontaneously notice gender.

Attached files

Authors

Shutts, K
Kenward, B
Falk, H
Ivegran, A
Fawcett, C

Oxford Brookes departments

Faculty of Health and Life Sciences\Department of Psychology, Social Work and Public Health

Dates

Year of publication: 2017
Date of RADAR deposit: 2017-05-30


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License


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