Primary School Third Grade Students' Views on Gender Roles

Year 2021, Volume: 2 Issue: 1, 60 - 70, 19.05.2021

Behiye Dağdeviren Ertaş

Abstract

The problem of this research is to determine the third-grade students' views on gender. In this study, the phenomenology design, one of the qualitative research designs, was used. Research participants of Turkey in the same grade level from elementary school in the public school within the state depends on a city in Central Anatolia constitute studying 18 children. Data were collected through semi-structured interview questions created by the researcher and for which expert opinions were obtained. The researcher carried data collection out visiting three schools. In this study, which examines primary school third-grade students' opinions on gender perceptions, a "continuous situation comparison" was made. The study determined that children make choices suitable for their gender in their game preferences. Another finding of the study is that children think that professions that require more strength and endurance are specific to men. As a result of the research, families should be role models for their children to develop a positive gender perception and stay away from behaviors that support gender discrimination.

Keywords

Gender, primary school, third grade, profession.

References

• Altuntaş, O., & Altınova, H. H. (2015). Determining the relationship between gender perception and socioeconomic variables. Turkish Studies International Periodical for The Languages, Literature and History of Turkish or Turkic, 10(6), 83-100.
• Basow, S. A. (1992). Gender: Stereotypes and roles, Belmont: Thomson Brooks/Cole Publishing
• Bayramoğlu, L. (2015). Examining the perceptions of preschool children regarding gender roles. (Unpublished Master Thesis). Doğu Akdeniz University, Kıbrıs.
• Berk, L. (2013). Çocuk gelişimi. Ankara: İmge.
• Bingöl, O. (2014). A case of gender and femininity in Turkey. KMÜ Sosyal ve Ekonomı̇k Araştırmalar Dergı̇si,16(1),108-114.
• Bourdieu, P. (2014). Domination masculine. İstanbul: Bağlam.
• Butler J. (2009). Gender regulations. Cogito: Feminism. İstanbul:YKY.
• Creswell, J. W. (2019). Educational research; Planning, conducting and evaluating quantitative and qualitative research. İstanbul: Edam
• Chodorow, N. J. (1978). The reproduction of mothering: Psychoanalysis and the sociology of gender. Berkeley: University of California Press.
• Chodorow, N. J. (1989). Feminism and psychoanalytic theory. New Haven, CT: Yale Unv. Press
• Dilek, Y. (1997). Parents role in preschool childrens gender role socialization (Unpublished Doctorate Thesis). Middle East Technical University Institute of Social Sciences, Ankara.
• Eagly, A.H., Wood, W. & Diekman A. B. (2000). Social rol theory of sex differences and similitaries: a current appraisal, In T. Eckes & H. M. Trautner (Eds.), The development social psychology of gender. London: Lawrence Erlbaum.
• Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598.
• Ersoy, A. (2018). Phenomenology. In A. Saban ve A. Ersoy (Eds.). Qualitative Research Patterns in Education (pp. 51-110). Ankara : Anı.
• Glesne, C. (2020). Introduction to qualitative research. Ankara: Anı.
• Güder, S. Y. (2014). Investigating preschool children’s perception of gender. (Unpublished Doctorate Thesis). Hacettepe University Institute of Educational Sciences, Ankara.
• Kahraman, L., Kahraman, A. B., Ozansoy, N., Akıllı, H., Kekillioğlu, A., & Özcan, A. (2014). Nevsehir Haci Bektas Veli University gender perception research. Turkish Studies- International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(2), 811-831.
• Kellner, F. E. (2007). Gender and science. İstanbul: Metis Bilim.
• Macionis, J.J. (2012). Sociology. Ankara: Nobel.
• MacKenzie, D. & Wajcman, J. (1985). The Social shaping of technology. How the refrigerator got its hum. Philadelphia: Open University.
• Menekşe, F. N. (2019). Examination of the relationship between toy preferences and gender stereotypes of the children between 3 to 6 years old and societal gender perceptions of their parents. (Unpublished Master Thesis). Istanbul Ticaret University.
• Özdemir, E. (2006). Examination of stereotypes of preschool children regarding gender characteristics. (Unpublished Master Thesis). Ankara University Institute of Educational Sciences, Ankara.
• Patton, M. Q. (2014). Qualitative research and evaluation methods. Ankara:Pegem
• Pratto, F. & Walker, A. (2004). The Bases of Gendered Power. In A.H.Eagly, A.E. Beall & R. J. Sternberg (Eds). The Pyschology Of Gender (pp.242-269). London: The Guilford Press.
• Rendall, J. (1999). Women and the public sphere. Gender & History, 11(3), 475–488.
• Sanday, P. R. (1994). Female power and male dominance, on the origins of sexual inequality. Newyork: Cambridge Press.
• Savcı, İ. (1999). Gender and technology. Ankara Üniversitesi Siyasal Bilgiler Fakültesi Dergisi, 54(1), 123-142.
• Sezal, İ. (2017). Sociology. İstanbul: Beta.
• Tan, M. (1979). Woman; economic life and education.İstanbul: İş Bankası
• Tezcan, M. (2017). Educational sociology. Ankara: Anı.
• Trommsdorff, C. & Iwawaki, S. (1989). Students’ perception of socialization and gender role in Japan and Germany. International Journal of Behavioral Development, 12(4), 485-493.
• WEF (2020). Global Gender Gap Report 2020. 11.01.2020. http://www3.weforum.org/docs/WEF_GGGR_2020.pdf.
• Web (2020). https://www.globalgiving.org/learn/gender-equality-covid-19 11.01.2020.
• Wajcman, J. (199l). Patriarchy, technology and conceptions of skill. Work and Occupations, 18(1). 29-45.
• Yıldırım, A., & Şimsek, H. (2016). Qualitative research methods in social sciences. Ankara: Seçkin.