SwePub - search: WFRF:(Ivegran Anna)

Enumeration	Reference	Cover	Find
1.	Shutts, Kristin, et al. (author) Early preschool environments and gender : Effects of gender pedagogy in Sweden 2017 In: Journal of experimental child psychology (Print). - : ELSEVIER SCIENCE INC. - 0022-0965 .- 1096-0457. ; 162, s. 1-17 Journal article (peer-reviewed)abstract To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N = 80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender.

Shutts, Kristin, et al. (author)
Early preschool environments and gender : Effects of gender pedagogy in Sweden
2017
In: Journal of experimental child psychology (Print). - : ELSEVIER SCIENCE INC. - 0022-0965 .- 1096-0457. ; 162, s. 1-17
Journal article (peer-reviewed)abstract
- To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N = 80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender.

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