Enhancing sensitivity to gender equality: An action research with fourth graders

Gender includes both the roles attributed by the society to women and men, and the characteristics structured by these roles. In line with this, the equality of these roles is significant regarding the development and improvement of societies in multiways. Regarding the important contribution of education to this equality, it is vital to start in class activities related to enhancing the sensitivity for gender equality, especially from very early ages. The aim of this study was to enhance the sensitivity of fourth graders towards gender equality through prepared curriculum and to examine this development process. With respect to this aim, the design of this study also including the implementation of a curriculum prepared to enhance gender equality sensitivity of fourth grade students in a primary school was determined as participatory and critical-emancipatory action research. The criterion sampling method was used to determine the participants of the study. The fundamental criteria for the students at the school where the teaching would be carried out were that the school has middle-socioeconomical level, has more than one fourth grade classes, the existence of a gender equality problem according to the results of applied measurement tools for students (Stereotyped Gender Attitudes Form for Children) and teachers (Gender Roles Attitudes Scale). Accordingly, the participants were 32 fourth grade students at a primary school at middle-socioecenomical level through 2018-2019 Education year in Adana city center. The action process consisted of 11 weeks and three cycles in which 11 different themes and 42 objectives were handled. The researcher had also served as the practitioner. Through this process 11 lesson plans were conducted. First of all, Awareness For Gender Equality Form (TCE-FF) and semi-structured interview form were used to collect data to determine the current situation, and the same measurement tools were used after the teaching process. On the other hand, through this teaching, tools such as video recordings of lessons, semi-structured interview form for the interviews conducted after each cycle, self-assesment/course evaluation forms developed for students, researcher diary were utilized. Besides, after the instruction, semi-structured interview form was used to evaluate the instruction. Within the data analysis process, descriptive statistics and ANOVA were proceeded for the data obtained by the tools used to determine the participants, while deductive and inductive content analyses were used in analysis of the form, interviews applied both through current situation, needs analysis and post-application and also in analysis of the observations. In addition, descriptive analysis was performed to analyze the data from the interviews conducted in between the cycles and self-assessment/course evaluation forms. On the other hand, constant comparative analysis method was carried out while analyzing the data from observation, interviews and awareness for gender equality form. Regarding reliability and validity, some measurements such as triangulation, thick description, peer review, member checking, intercoder agreement, detailed reporting, checking for the researcher effects were applied. Moreover, within ethical standards, the necessary legal permissions, informed consent and parent approval were obtained. In line with the findings, the analyses regarding the current situation put forward that students focused on strength differences, traditional roles and differences in their (women and men) work through their definitions related to gender and gender characteristics concepts, while they emphasized physical similarities defining gender equality. Furthermore, it was observed that students had difficulty in explaining the gender equality in their families and their society whereas they were more competent in detecting inequality yet they could not sufficiently put foward the difference between equality and inequality. That students stressed people's values of helping and sharing, their views of traditional stereotypes and women's being weaker besides their positive thoughts regarding equality revealed the need for enhancing their sensitivity for gender equality. Throughout the action process, in the activities planned to develop students' sensitivity towards gender equality, it was seen in line with the differences between pre and post interviews, form applications and class observations that the awareness of the students about inequality situations such as women's being seen as weak and being in the background in fields such as sports, science and art improved. Also in the interviews conducted after the cycles and self-assessment/course evaluation forms, there were statements showing that students interested in the topics covered within teaching process and they felt informed about these issues. Through the post application of the form and post interviews, it was found that the students' lack of knowledge regarding the gender and equality concepts decreased, they were able to explain equality and inequality situations with more specific examples, positive attitudes towards gender equality increased and students could offer various suggestions to ensure gender equality. These findings were also reflected in the evaluations made between the cycles and observer evaluations. Finally, it was observed that the students mentioned the need for equality in more areas and some of the benefits of equality. Regarding the evaluation of the teaching, it was seen that the students had positive opinions about the application process such as the lesson's being enjoyable and effective, they talked about the contributions of the lesson and stated that the activities carried out during the lesson were productive.