Presenter Information

Megan Martsolf, Tyler Junior College

Start Date

17-4-2018 4:00 PM

End Date

17-4-2018 7:30 PM

Description

Heteronormativity is the belief that people fall into distinct and complementary genders with natural roles in life. The idea is that the culture within elementary schools influences the children’s academic, behavioral, and psychological well-being. During this period of a child’s life, heteronormativity develops. The purpose of this research is to gain a greater understanding of the prevalence of heteronormativity in elementary school classrooms, specifically kindergarten. To understand this process, I will systematically observe classrooms within kindergarten. The methodological approach of this research will include both qualitative and quantitative analysis, specifically interviews with teachers and content analysis of the classroom environment. Teaches within these ages are constantly decorating their classroom environment in ways that shows students’ normative behaviors. We want to take these behaviors and subdivide them into those that meet a typical boy behavior and a typical girl behavior. Guided by relevant research, I will construct a list of examples as well as interview questions for the teachers of what I believe would prevail heteronormativity. While observing the classroom environment I will better understand the qualitative and quantitative aspects of heteronormativity. After observation, I believe the results I discover will determine just how prevalent heteronormativity is among elementary school classrooms.

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Faculty Sponsor: Dr. Ryan Button (Tyler Junior College)

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Apr 17th, 4:00 PM Apr 17th, 7:30 PM

Heteronormativity in Kindergarten Classrooms

Heteronormativity is the belief that people fall into distinct and complementary genders with natural roles in life. The idea is that the culture within elementary schools influences the children’s academic, behavioral, and psychological well-being. During this period of a child’s life, heteronormativity develops. The purpose of this research is to gain a greater understanding of the prevalence of heteronormativity in elementary school classrooms, specifically kindergarten. To understand this process, I will systematically observe classrooms within kindergarten. The methodological approach of this research will include both qualitative and quantitative analysis, specifically interviews with teachers and content analysis of the classroom environment. Teaches within these ages are constantly decorating their classroom environment in ways that shows students’ normative behaviors. We want to take these behaviors and subdivide them into those that meet a typical boy behavior and a typical girl behavior. Guided by relevant research, I will construct a list of examples as well as interview questions for the teachers of what I believe would prevail heteronormativity. While observing the classroom environment I will better understand the qualitative and quantitative aspects of heteronormativity. After observation, I believe the results I discover will determine just how prevalent heteronormativity is among elementary school classrooms.