Date of Award:
5-1986
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Sociology and Anthropology
Department name when degree awarded
Sociology
Committee Chair(s)
Pamela J. Riley
Committee
Pamela J. Riley
Abstract
This research tested the use of non-sexist occupational modules of teaching activities and toys for preschool, second grade and fourth grade classes. In addition to brief descriptions of biological, cognitive development and social learning theories of gender role development, the literature review also focuses on factors which contribute to gender stereotyping in schools: teachers, teacher training, toys, teaching materials and activities. Several hypotheses were tested comparing project members as presenters of modules versus module use by regular classroom teachers and a module-free control group in each grade. Also, second graders were tested in third grade to assess persistence of module effect. Findings suggest teaching modules and materials do produce reduced stereotyping in each grade but the effect is more pronounced among females than among males. Those tested one year after module use showed module effect persists but was diminishing over time.
The study concludes non-sexist teaching modules are effective intervention to change occupational aspirations and stereotypes, particularly for girls.
Recommended Citation
Campbell, Paul Vance, "The Classroom Modification of Children's Gender Stereotyping of Careers" (1986). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8933.
https://digitalcommons.usu.edu/etd/8933
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