The Gendering Process in Kindergarten Schools


Authors : Jamuna Siwakoti ; Samikshya Thapa

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/bp4w794s

DOI : https://doi.org/10.38124/ijisrt/25may528

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Abstract : This research explores how gender roles are constructed and expressed in kindergarten classrooms in the Kathmandu Valley, Nepal. It examines the influence of teachers in shaping young children's gender perceptions and behaviors through their interactions, teaching practices, and classroom management strategies. The study also analyzes how classroom materials, activities, and pedagogical approaches contribute to children's understanding of gender. Additionally, it investigates whether teachers reinforce or challenge traditional gender norms in their teaching practices. The research was conducted with 25 kindergarten teachers from five private schools, representing both well-resourced and less-resourced institutions in Kathmandu. Data were collected through classroom observations and teacher interviews. The findings reveal how gender patterns emerge in early childhood education and provide insights into fostering more equitable and inclusive kindergarten environments. The study found that gender roles were reinforced in both well-resourced and less-resourced schools, though in different ways. In well-resourced schools, teachers were more aware of gender biases and made some efforts to encourage equal participation. However, boys were still given more leadership opportunities, while girls were expected to be disciplined and cooperative. In less-resourced schools, traditional gender norms were more deeply ingrained. Boys were encouraged to be active and outspoken, while girls were expected to be quiet and obedient, reinforcing rigid gender expectations. Classroom materials and activities also reflected gender stereotypes. Textbooks in well-resourced schools made some attempts at gender balance, but men were still more often shown in leadership roles, while women were depicted in caregiving positions. Teachers occasionally introduced discussions on gender equality, though not consistently. In less- resourced schools, teaching materials heavily reinforced traditional gender roles, with little to no effort to promote inclusivity. Similarly, classroom tasks often followed gendered patterns, with boys assigned physically engaging activities and girls given organizational or supportive roles. Teachers' awareness and approaches also varied. In well-resourced schools, some teachers tried to challenge gender norms by encouraging equal participation and using gender-neutral language, though their efforts were inconsistent. In less- resourced schools, most teachers followed traditional teaching practices without questioning gender norms, as their methods were more influenced by cultural expectations and a lack of exposure to gender-sensitive teaching approaches.

References :

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This research explores how gender roles are constructed and expressed in kindergarten classrooms in the Kathmandu Valley, Nepal. It examines the influence of teachers in shaping young children's gender perceptions and behaviors through their interactions, teaching practices, and classroom management strategies. The study also analyzes how classroom materials, activities, and pedagogical approaches contribute to children's understanding of gender. Additionally, it investigates whether teachers reinforce or challenge traditional gender norms in their teaching practices. The research was conducted with 25 kindergarten teachers from five private schools, representing both well-resourced and less-resourced institutions in Kathmandu. Data were collected through classroom observations and teacher interviews. The findings reveal how gender patterns emerge in early childhood education and provide insights into fostering more equitable and inclusive kindergarten environments. The study found that gender roles were reinforced in both well-resourced and less-resourced schools, though in different ways. In well-resourced schools, teachers were more aware of gender biases and made some efforts to encourage equal participation. However, boys were still given more leadership opportunities, while girls were expected to be disciplined and cooperative. In less-resourced schools, traditional gender norms were more deeply ingrained. Boys were encouraged to be active and outspoken, while girls were expected to be quiet and obedient, reinforcing rigid gender expectations. Classroom materials and activities also reflected gender stereotypes. Textbooks in well-resourced schools made some attempts at gender balance, but men were still more often shown in leadership roles, while women were depicted in caregiving positions. Teachers occasionally introduced discussions on gender equality, though not consistently. In less- resourced schools, teaching materials heavily reinforced traditional gender roles, with little to no effort to promote inclusivity. Similarly, classroom tasks often followed gendered patterns, with boys assigned physically engaging activities and girls given organizational or supportive roles. Teachers' awareness and approaches also varied. In well-resourced schools, some teachers tried to challenge gender norms by encouraging equal participation and using gender-neutral language, though their efforts were inconsistent. In less- resourced schools, most teachers followed traditional teaching practices without questioning gender norms, as their methods were more influenced by cultural expectations and a lack of exposure to gender-sensitive teaching approaches.

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