How young children remain autonomous in expressing their gender identity: Parent perceptions of the experiences had by their gender nonconforming child in the early childhood education environment

by Graham, Riley, M.A., MILLS COLLEGE, 2012, 58 pages; 1510997

Abstract:

Little is known about the young gender nonconforming child's experience in the Early Childhood Education (ECE) setting. It is thus difficult to know how to best support them in their expression of their gender identity. This paper looked at autonomy in young gender nonconforming or gender-questioning children in relation to expressing their gender identity in the ECE environment. This paper sought to answer the questions of how autonomous the young gender nonconforming child is and if teacher support in the ECE setting facilitate the young gender nonconforming child's expression of their gender identity. Parents and legal guardians of gender nonconforming children between the ages of 3.7 and 11.5 years old, solicited from parent support groups and websites for families of gender nonconforming children completed an online survey. Questions in the survey addressed child autonomy and teacher and school support. These data provided insight into the young gender nonconforming child's autonomy in expressing their gender identity in the ECE setting and how educators can support these children in their developing sense of self.

AdvisersPriya Shimpi; Linda Kroll
SchoolMILLS COLLEGE
Source TypeThesis
SubjectsEarly childhood education; Gender studies
Publication Number1510997

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