Abstract
Classrooms at every grade level are infused with gender inequity and most teachers are ignorant of the grave impact this bias has on girls’ self-esteem and education (Sadker & Saker, 1986). While subsequent studies note some successes in the educational arena for girls, gender bias continues in a very broad scope in today’s classrooms (Carinci, 2007). Most teachers do not receive any type of gender equity training and, therefore, do not actively promote equity in the classroom (Stromquist, 2007). Given the lack of uniform goals when developing the majority of preschool curricula, there is even more risk to slip into stereotypical complacency with this age group. Add a strong dash of the cloying delivery methods often practiced at the preschool level and gender bias remains effectively in place. The absence of gender equity training for preschool teachers assists in perpetuating an unhealthy educational environment for all students. Preschool teachers impart powerful narratives to their students that are routinely riddled with stereotypes that foment gender bias, most pervasively for girls. It has been demonstrated that even a small amount of gender equity teacher training can vastly improve the classroom environment (Leach, 1994). Teachers can help counter the deficit messages received by girls by recognizing their own culpability in perpetuating this acceptable practice. Providing preschool teachers with short-term gender equity training to enable them modify their own gender bias preschool narrative is the goal of this project. Comprehensive gender equity training should be an integral component of teacher programs at all grade levels. Teachers learn a myriad of classroom strategies and different approaches to implementing the curriculum but are rarely involved in gender equity awareness training (Carinci 2007). The goal of this project was to provide such training via an interactive lecture presented in a comfortable setting in order to create an atmosphere that might inspire discussion and the acquisition of new concepts. A PowerPoint slideshow (appendix A) comprised of applicable quotes, graphics and photographs of preschoolers, was accompanied by pertinent, anecdotal narratives, as well as hands-on materials, to underscore and clarify the points presented. Opportunities were earmarked throughout the lecture for audience participation. Short-term training has proven to increase awareness relative to the inequitable treatment of students in the preschool environment (Sanders, 2000) and is offered as temporary substitute while awaiting the implementation of comprehensive formal education to assist in elimination of gender bias in the classroom.