This study is a qualitative case study that explores the connection between literacy and gender in a first grade classroom environment. The subjects for this study are twenty first grade students in a regular education classroom located in a southern New Jersey elementary school. For this study, students were observed with the attempt to answer three questions: 1) What gender stereotypes have these first graders internalized coming into the classroom? 2) How are these gender beliefs expressed in the language arts classroom? 3) What are teachers doing to foster these biases in their students? Data collected includes student writings, discussions, and everyday recorded events. This data is analyzed utilizing the qualitative approach, where themes are identified and linked back to the initial question. Findings reveal a strong link between gender and literacy. This is evident particularly through the ways students voice gender understandings in various literacy activities. This study also suggests the power of the teacher, either positive or negative, in shaping the gender identities of students. Understanding this power becomes an implication of this study for teachers who wish to create unbiased classroom environments.
","abstract_html":"<p>This study is a qualitative case study that explores the connection between literacy and gender in a first grade classroom environment. The subjects for this study are twenty first grade students in a regular education classroom located in a southern New Jersey elementary school. For this study, students were observed with the attempt to answer three questions: 1) What gender stereotypes have these first graders internalized coming into the classroom? 2) How are these gender beliefs expressed in the language arts classroom? 3) What are teachers doing to foster these biases in their students? Data collected includes student writings, discussions, and everyday recorded events. This data is analyzed utilizing the qualitative approach, where themes are identified and linked back to the initial question. Findings reveal a strong link between gender and literacy. This is evident particularly through the ways students voice gender understandings in various literacy activities. This study also suggests the power of the teacher, either positive or negative, in shaping the gender identities of students. Understanding this power becomes an implication of this study for teachers who wish to create unbiased classroom environments.</p>","abstract_has_math":false,"creators":["Feldman, Jessica V."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-06-30T07:00:00Z","date_published":"2005-06-30T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Education, Elementary--New Jersey; Gender identity in education--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/995","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie E."]},{"key":"dc:creator","label":"Author","values":["Feldman, Jessica V."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary--New Jersey; Gender identity in education--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/995"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study is a qualitative case study that explores the connection between literacy and gender in a first grade classroom environment. The subjects for this study are twenty first grade students in a regular education classroom located in a southern New Jersey elementary school. For this study, students were observed with the attempt to answer three questions: 1) What gender stereotypes have these first graders internalized coming into the classroom? 2) How are these gender beliefs expressed in the language arts classroom? 3) What are teachers doing to foster these biases in their students? Data collected includes student writings, discussions, and everyday recorded events. This data is analyzed utilizing the qualitative approach, where themes are identified and linked back to the initial question. Findings reveal a strong link between gender and literacy. This is evident particularly through the ways students voice gender understandings in various literacy activities. This study also suggests the power of the teacher, either positive or negative, in shaping the gender identities of students. Understanding this power becomes an implication of this study for teachers who wish to create unbiased classroom environments.
"]},{"key":"dc:title","label":"Title","values":["The connection between gender and literacy in a first grade classroom"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie E."],"dc:creator":["Feldman, Jessica V."],"dc:date.available":["2016-04-11T07:00:00Z"],"dc:description.abstract":["This study is a qualitative case study that explores the connection between literacy and gender in a first grade classroom environment. The subjects for this study are twenty first grade students in a regular education classroom located in a southern New Jersey elementary school. For this study, students were observed with the attempt to answer three questions: 1) What gender stereotypes have these first graders internalized coming into the classroom? 2) How are these gender beliefs expressed in the language arts classroom? 3) What are teachers doing to foster these biases in their students? Data collected includes student writings, discussions, and everyday recorded events. This data is analyzed utilizing the qualitative approach, where themes are identified and linked back to the initial question. Findings reveal a strong link between gender and literacy. This is evident particularly through the ways students voice gender understandings in various literacy activities. This study also suggests the power of the teacher, either positive or negative, in shaping the gender identities of students. Understanding this power becomes an implication of this study for teachers who wish to create unbiased classroom environments.
"],"dc:identifier":["https://rdw.rowan.edu/etd/995"],"dc:subject":["Education, Elementary--New Jersey; Gender identity in education--New Jersey","Elementary Education and Teaching"],"dc:title":["The connection between gender and literacy in a first grade classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:52Z"}