Oops...I Did it Again!

I changed the plan for my action research project (yet again!). The more I reflected on my research, I felt that I was still concentrating on the wrong population for my study. How can gender stereotypes be removed from the preschool classroom? Focusing on children in this process may not provide sound enough results. I switched my gears and decided to, instead, focus on the teachers of the classroom.

The outline of my research plan is as follows:

Before Research Begins:

ð     Discuss research plan with owner for the school

ð     Meet with teacher(s) of chosen classroom to conduct pre-research questionnaire

ð     Assess classroom environment

ð     Reconstruct classroom environment, with the help of the teacher(s)

ð     Assess classroom schedule

ð     Reconstruct classroom schedule, with the help of the teacher(s)

ð     Assess classroom materials (books, art materials, dress-up clothing, etc.)

ð     Reconstruct classroom materials, with the help of the teacher(s)

ð     Assess classroom display (artwork, pictures, etc.)

ð     Reconstruct classroom display, with the help of the teacher(s)

ð     Assess curriculum activities

ð     8 activities planned per day (include one “Tolerance” activity, written by researcher to implement during observation)

ð     Notify families of intent to conduct research in child’s classroom environment

ð     Host “Information” Meeting for families, who wish to learn more or have questions about the study

ð     Meet with teachers to discuss schedule for observations and any family questions or concerns

During the Research Period:

ð     Conduct classroom observations during “circle time,” “free-play,” and “outdoor play,” each week (3 times per week / 45 minutes)

ð     Film / Record “free play” activities to transcribe and assess language used during interest center activities

ð     Meet with teacher(s) once a week to discuss observations, journal notes, and recordings

To Do:

ð     Questionnaire for teachers (before study begins)

ð     Map of classroom environment

ð     Sample schedule for classroom routine

ð     List of books to purchase / check-out for duration of study

ð     List of materials needed for purchase / donations for duration of study

ð     Search for gender neutral pictures, print, laminate, and post in classroom

ð     Write “Tolerance” activities for classroom curriculum (1 per day for 5 weeks)

ð     Draft letter of intent for families

ð     Plan “information” meeting for families

ð     Gather resource materials for hand-outs

ð     Plan schedule for observations

ð     Purchase voice recorder

ð     Purchase journals for teacher(s)

I am hoping that everything will be finalized and I can turn in the IRB Application and Informed Consent forms by the end of next week!

Until then, I will be BUSY trying to find relevant literature to my "new" topic and "catching up" with all of you!

Wish my LUCK!

A Detour in my "Dwellings"

Since my last post, I have “leaped” into further research, relating to my initial topic of gender stereotypes in media intended for younger audiences (birth to eight years of age). Particularly, animated movies and cartoons display many gendered themes and “teach” young children to expect certain bias as “normal.” The facts remain constant: media displays gender stereotypical characteristics of each sex on-screen.

As more articles were read, more questions arose. I felt overwhelmed and anxious about my project. I tried to “narrow” my focus, but each time I felt the purpose of my project becoming clearer, the time line and human research aspects of the research made my proposal seem blurred. I reached out to our professor for some clarity!

“Talking out” the plan for my action research project helped me clear my mind! I realized that my desire to rid gender stereotypes in the classroom was NOT supported by focusing on where the biases develop. Yes, we know that, even beginning in the womb, children are treated differently based on their sex. Little boys are expected to wear blue onesies and “play ball.” Little girls become the “princess,” in the family.

Instead of continuing research on media influences on children’s gender development, I began thinking of other options for my action research project. I began questioning my purpose and what answers I want to retrieve. I want teachers to be conscious of the language they use in the classroom. I want educators to read books that display reverse gendered roles. I need children to be exposed to gender-neutral materials! And I want to support teachers in any way I can.

To begin, I feel that I need to fully understand how gender is developed in young children. When do they realize gender is constant? Why do children begin differentiating toys and modeling same-sex behaviors? How do social and biological factors influence gender development? What are the different theories, relating to these topics? I need to research and explore previous studies that will allow me to construct my own hypotheses and research design!

For now, I do not have a specific action research outline. After reading more articles and research studies, I hope to gain direction and finalize my plan as soon as possible! As I will likely use my action research for my thesis project, I will need to gain IRB approval and informed consent forms before beginning research in the classroom. Which means I must spend time reflecting on my purpose and research questions, and I need to settle on a specific plan soon!

Research Ramblings

As I begin debating various action research topics, I attempt to align a potential thesis theme as well. Each time I narrow my focus, relating to my passion to study gender stereotypes in early childhood education, more questions arise. Can I complete a project in just four to six weeks? What questions will be left unanswered? What if my career does not allow me to provide the time and energy to the research, which is needed for thorough investigation?

I chose to review a related action research article for my summary assignment. The article focused on children’s “bad guy” play in preschool classrooms. While the authors’ purpose was to determine the direction of play themes, once teachers ceased to discourage aggressive behavior, there were several gendered themes that appeared throughout the article. In the teachers’ descriptions of children’s language and play activities in the dramatic play center, subtle stereotypes and bias was portrayed.

I also reviewed two other articles, which researched gendered themes in Disney princess movies and top-grossing G-rated films. Similar results were found, and both articles shared several references that I intend to review. The main results from each article were such that gendered representation has decreased, over time. Princesses, or lead female roles, have obtained more masculine characteristics and have been portrayed less dependent on film. However, male characters still outnumber female roles.

For my action research project, I hope to combine the ideas of the three research articles I reviewed. I would like to read and understand the research, which relates to quantitative data, found in children’s movies. I also want to conduct observations of young children in dramatic play centers to determine if viewing gendered films influence pretend play. From my very novice ideas, I plan to send a movie home with up to eight children each weekend. I would ask that families watch the movie over the weekend with their child. On Monday, I would observe the children in “free play” activities to determine if any of the themes from the films were displayed in action.

For the purpose of this particular project, I would need to gain parental consent and participation in the research. I would want to know when the movies were shown to the children and how long the child viewed the film (any distractions, multitasking, disinterest, etc.). I would ask that families share any questions, communications, or comments that occurred during the viewing of the film. For research to be valid, I would not want children to understand the purpose of the research.

Teachers would need to buy-in to the research and be conscious of their own bias and how that is portrayed in their instruction or classroom. I would be concerned, during the hours I am not in the classroom, how children play and how the teacher responds to their activities. Research may be affected by any changes to the daily routine, outside visitors to the classroom, or absence from school as well (either by child or teacher). How do I plan for or analyze incomplete data? How do I plan to observe on a consistent basis, when my schedule fluctuates and becomes interrupted so frequently?

It seems as though my “research ramblings,” pose many questions and leave me completely clueless. However, I feel confident, as I research more related articles and dwell into the ever-so-intimidating “Quantitative,” data from previous articles, it will all come together. I will retrieve the answers I seek, and in doing so, become more inquisitive regarding future research. I hope that my action research provides a “head start,” to my comprehensive data analysis and written work for my thesis.

The three articles I mention in this posting are referenced below:

England, D. E., Collier-Meek, M. A., & Descartes, L. (2011). Gender role

portrayal and the Disney princesses. Sex Roles, 64, 555-567.

Logue, M. E., & Detour, A. (2011). "You be the bad guy": A new role for teachers

in supporting children's dramatic play. Early Childhood Research & Practice, 13(1), 1-16.

Smith, S. L., Pieper, K. M., Granados, A., & Choueiti, M. (2010). Assessing

gender-related portrayals in top-grossing G-rated films. Sex Roles, 62, 774-786.