IMPACT OF E&D

Impact Of Equality and Diversity

Abstract

The purpose of this study was to explore the impact of the Fairness for All Individuals through Respect (FAIR) program on fifth grade students' understanding of gender as a diversity issue. In particular, this project examined the influence of this program on students' knowledge, self-identity, attitudes about gender roles, experiences of gender prejudice, and engagement in discriminatory behaviors.

A total of six fifth-grade classrooms participated in the study, including sixty-six girls and fifty-five boys with an average age of 10.8 years. The participants self-reported their ethnicity being predominantly White non-Hispanic (N=7S, 65%), or Hispanic/Latino/a (JV=27, 23%). Four classrooms were designated to the experimental group (Af=86), with two assigned to the waitlist group (JV=35). Classrooms in the experimental group completed surveys prior to their participation in the FAIR program.

Afterwards, they participated in focus groups and filled out the surveys again a week later. The waitlist group students completed the same set of measures twice, with one week between measurements. Students in the experimental group reported lower levels of experiences of gender prejudice (both in general and from their classmates in particular) at posttest than the waitlist participants. Additionally, teachers from the classrooms in the experimental group reported that their students engaged in fewer gender prejudiced behaviors at posttest than teachers from the waitlist classrooms.

A number of important themes emerged from the focus groups conducted with the students. Participants reported an increase in knowledge about gender and stereotypes after participating in FAIR, a better understanding of their own gender identity development, an increase in the endorsement of gender equality, and changes in their ideas about how to treat others. Overall, this research suggests that the FAIR program is effective in teaching children about gender equality and can have significant influences on actual behavioral outcomes.

Table of Contents

Abstract2

Table of Contents4

Chapter 1: Introduction5

Chapter 2: Literature Review6

Gender Diversity and Equality11

Purpose of the Study15

Chapter 3: Methodology16

Participants16

Procedure21

Qualitative Data Analysis26

Chapter 4: Results27

Preexisting Differences27

Treatment Effects28

Job Sort and Knowledge of Gender Quiz31

Focus Groups31

Chapter 5:Discussion44

Knowledge of Gender44

Gender Equality46

Attitudes About Gender Roles50

Gender Prejudice Behaviors51

Limitations52

Conclusions53

Bibliography54

Impact Of Equality and Diversity

Chapter 1: Introduction

Although much is known about the detrimental impacts of gender prejudice and restrictive gender role socialization on children and adolescents (Norman, 2000; Pollack, 1999; Turner et al., 1995; Werner & Smith, 1982), historically most education and intervention efforts have targeted adults. A number of social justice theories assert the importance of the role Kindergarten-12th grade schools have in helping students recognize, resist, and eradicate social oppression (Cushner, McCleeand & Stafford, 2003; Maher & Tetreault, 1994; Pang, 2004). Researchers and teachers are becoming increasingly aware of the importance of early education about gender roles and the related issues, and the use of psychological interventions to decrease gender prejudice (Bigler, 1999; Turner, Norman, & Zunz, 1995). Little is known about how children are impacted by their participation in activities that raise their awareness of prejudice and it is essential that these types of programs be evaluated to assure that the children are learning from their participation and to make such interventions as ...