Stereotyped gender role perceptions and presentations in elemantary schooling : a case study in Burdur(2001-2002)

Kaya, Havva Eylem
A schooling system that claims to offer its students the opportunities to develop their talents and help towards self-determination in their adult lives might be expected to have a career structure itself that demonstrated these virtues, one in which there was equality of the genders in positions of influence and leadership, and no gender stereotyping of roles. Apart from the fairness and consistency of that expectation, it is also reasonable to expect the neutral template of teacher employment and textbook selection in schools. Many children may grow up with few books in their homes but lots of those in their schools. Many of the textbooks used in elementary schools, according to recent studies, contain gender stereotypes. In these, females are rarely found as central characters and when they appear at all, they are often passive figures dependent on male characters. Women are frequently shown in domestic roles; in most textbooks it is assumed that only males 'go out to work' whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out


Altıparmak, Nida; Şahin, Volkan; Department of Early Childhood Education (2022-9)
The purpose of the present study was to investigate early childhood teachers’ views on stereotypical gender role messages in children’s cartoons and their effects on children’s gender role perceptions. Another purpose of the study was to investigate the way early childhood teachers address the effects of children’s cartoons on children’s gender role perceptions in their classrooms. The participants of the study were 25 early childhood teachers who serve in public preschools in Niğde, Türkiye. The study was ...
An examination of social gender equality and social gender roles in fifth grade mathematics textbook and social sciences textbook
Kandilli, Ece; Gökalp, Gökçe; Department of Educational Administration and Planning Education (2020)
The purpose of this study is to examine social gender equality and social gender roles in 5th grade mathematics and social sciences textbooks. Specifically what extend gender equality is included in 5th grade mathematics and social sciences textbooks, how gender roles is addressed in textbooks, how gender equality indicated are in the education programs in 5th grade textbooks and how these textbooks are differed in terms of showing gender equality were examined. The study was designed as a multiple case stu...
Early childhood teachers’ attitudes toward gender roles and toward discipline
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The main purpose of this study was to investigate early childhood teachers’ attitudes toward gender roles and toward discipline. The findings demonstrated that early childhood teachers had a tendency to hold egalitarian attitudes toward gender roles and discipline. In other words, these attitudes were found to be highly correlated
Sayın Güran, Ümmühan; Ergun Özbolat, Ayça; Department of Gender and Women's Studies (2021-9)
Gender perceptions and gender-based stereotypes might heavily affect the motives behind the preference of a profession, and teaching is among the professions in which gender-based differences are most prominent. In terms of the qualifications it requires and the opportunities it offers, teaching is a profession where women can carry out their individual and professional roles together. The gender-based division of labor adheres to traditional norms both in the private sphere and in the public sphere, and it...
Are women and men's atypical educational choices punished? gender system justification, ambivalent sexism, and precarious manhood
Kuzlak, Abdulkadir; Sakallı Uğurlu, Nuray.; Department of Psychology (2019)
Current dissertation aimed to investigate whether female or male students are discriminated in university fields when they are gender minority. When a woman or a man study in an opposite-gender-oriented field, she/he could be regarded as a violator of prescriptive gender stereotypes and gender status-quo and could be punished. Because universities are part of gender hierarchy and gender segregation exists at the universities. It is, also, thought that system justification, ambivalent sexism, and precarious ...
Citation Formats
H. E. Kaya, “Stereotyped gender role perceptions and presentations in elemantary schooling : a case study in Burdur(2001-2002),” M.S. - Master of Science, Middle East Technical University, 2003.