The purpose of this study is to examine the role gender plays in the classroom, through considering both teacher and student perceptions of gender and how those perceptions impact student learning and socialization. Conducting my early research it became evident that the three underlying forces that allow gender to impact the classroom environment are socialization, individual perceptions, and instructional practices. In order to understand the true influence of gender in the classroom I incorporated a qualitative study on these three interrelated pieces to see how they came to life in an actual kindergarten classroom. Students took part in face-to-face interviews, a \"community helper\" picture sort, and a small-group \"community helper\" mini-lesson. The data sources allowed me to see how early socialization influenced the gender perceptions of kindergarten students and their view of the community around them, as well as the influence a teacher's instructional approach and language could impact students' beliefs.
","abstract_html":"<p>The purpose of this study is to examine the role gender plays in the classroom, through considering both teacher and student perceptions of gender and how those perceptions impact student learning and socialization. Conducting my early research it became evident that the three underlying forces that allow gender to impact the classroom environment are socialization, individual perceptions, and instructional practices. In order to understand the true influence of gender in the classroom I incorporated a qualitative study on these three interrelated pieces to see how they came to life in an actual kindergarten classroom. Students took part in face-to-face interviews, a "community helper" picture sort, and a small-group "community helper" mini-lesson. The data sources allowed me to see how early socialization influenced the gender perceptions of kindergarten students and their view of the community around them, as well as the influence a teacher's instructional approach and language could impact students' beliefs.</p>","abstract_has_math":false,"creators":["Malloy, Ryan Ann"],"institution":null,"degree_name":"M.S. in Teaching: Collaborative Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-06-28T07:00:00Z","date_published":"2005-06-28T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Gender identity in education; Sexism in education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1034","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Malloy, Ryan Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-14T07:00:00Z"]},{"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: Collaborative Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gender identity in education; Sexism in education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1034"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the role gender plays in the classroom, through considering both teacher and student perceptions of gender and how those perceptions impact student learning and socialization. Conducting my early research it became evident that the three underlying forces that allow gender to impact the classroom environment are socialization, individual perceptions, and instructional practices. In order to understand the true influence of gender in the classroom I incorporated a qualitative study on these three interrelated pieces to see how they came to life in an actual kindergarten classroom. Students took part in face-to-face interviews, a \"community helper\" picture sort, and a small-group \"community helper\" mini-lesson. The data sources allowed me to see how early socialization influenced the gender perceptions of kindergarten students and their view of the community around them, as well as the influence a teacher's instructional approach and language could impact students' beliefs.
"]},{"key":"dc:title","label":"Title","values":["A study of the role of gender in the classroom"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Malloy, Ryan Ann"],"dc:date.available":["2016-04-14T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to examine the role gender plays in the classroom, through considering both teacher and student perceptions of gender and how those perceptions impact student learning and socialization. Conducting my early research it became evident that the three underlying forces that allow gender to impact the classroom environment are socialization, individual perceptions, and instructional practices. In order to understand the true influence of gender in the classroom I incorporated a qualitative study on these three interrelated pieces to see how they came to life in an actual kindergarten classroom. Students took part in face-to-face interviews, a \"community helper\" picture sort, and a small-group \"community helper\" mini-lesson. The data sources allowed me to see how early socialization influenced the gender perceptions of kindergarten students and their view of the community around them, as well as the influence a teacher's instructional approach and language could impact students' beliefs.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1034"],"dc:subject":["Gender identity in education; Sexism in education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["A study of the role of gender in the classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching: Collaborative Teaching"]},"updated_at":"2026-07-24T04:13:58Z"}