Ellora Vilkin, Leslie Einhorn, Satyanand Satyanarayana, Ammo Eisu, Katrina Kimport, Annesa Flentje. Elementary Students’ Gender Beliefs and Attitudes Following a 12-Week Arts Curriculum Focused on Gender. Journal of LGBT Youth. 2019 May 21; 1-19.
This article was my starting point for delving deeper into research about gender beliefs and attitudes in primary/elementary schools. This study explored how a group of K-5 children came to embrace expansive understandings and positive attitudes towards gender and gender norms beliefs following a gender-focused art-based curricula. The curricula also had STEM applications (i.e. learning about animals with binary or gender fluid gender/sex characteristics: chimera butterflies, seahorses, komodo dragons). Looking at engineering and masculine/feminine architectural choices throughout history. This article got me thinking more about gender attitudes and, in particular, those of boys in the classroom.
Murray, R. (2015). Too much presence? Men’s interests and male intersectionality. Paper presented at the European conference on politics and gender, Uppsala, 11–13 June.
The author argues that there is an inadequate articulation of men’s interests, and of the ways in which intersectionality influences these interests. It's argued that the over-representation of men in positions of power has created an indifference towards male interests and that it is unjustifiably assumed that men do not suffer from gender oppression. This does not account for the diversity of interests and power relations between men. This article encouraged me to think more about how boy's and men's interests are being addressed within the school system and from a comprehensive health perspective.
Cross, Simon & Bagilhole, Barbara. (2002). Girls’ Jobs for the Boys? Men, Masculinity and Non‐Traditional Occupations. Gender, Work & Organization. 9. 204 - 226.
Although this article is almost 20 years old, and there has been much progress in redefining stereotypical gendered career paths, there is strong evidence to suggest that boys still see strength and toughness as the "male" character traits most valued by society. While there is an evident gender gap problem with women entering STEM fields, there is also a disheartening lack of men entering caregiver roles. This is particularly relevant to myself as a teacher working in primary/elementary schools.