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Sexism and its existence in Pre-primary classes

By Isabelle Procter

Abstract

Literature ABSTRACT about childhood attitudes on sex roles has shown that sexism has already taken root by the time the child is three years old. By this age, activities children have already learned that different characteristics, and behaviours are expected of males and females. In fact, sex-role stereotyping as a form of sexism is prevalent in the lives of young children. \ud \ud This dissertation focuses on the exploration of the factors that influence the existence or elimination of sexism in education in terms of young children's sex-role stereotyping in preprimary classes. In Western Australia the preprimary stage, i.e. the year the child turns five years old is currently considered to be the child's first experience of schooling. To effect this exploration a project was initiated and planned by this writer who acted as researcher and undertook the roles of participant-observer and interviewer. The project involved the observations of preprimary classrooms and informant interviews. \ud \ud A sociological phenomenologist stance was assumed for the project. In keeping with this stance descriptions of a more wholistic nature are presented in the context of a detailed case study. The development of some conceptualization of the sociological relationships of influence factors was generated. A feature of this conceptualization was the focus on the preprimary class as a total environment and the nature of the educator's role. Although this dissertation relates specifically to preprimary classes and schools in Western Australia, it may have relevance for similar educational settings in other places

Year: 1986
OAI identifier: oai:researchrepository.murdoch.edu.au:40823
Provided by: Research Repository
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