"Pink Is a Girl's Color": A Case Study of Bilingual Kindergarteners' Discussions about Gender Roles

Autor/in	Kim, So Jung
Titel	"Pink Is a Girl's Color": A Case Study of Bilingual Kindergarteners' Discussions about Gender Roles
Quelle	In: Critical Inquiry in Language Studies, 13 (2016) 4, S.237-260 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2016.1163494
Schlagwörter	Mexican Americans; Bilingual Students; Picture Books; Charter Schools; Video Technology; Audio Equipment; Interviews; Sex Role; Gender Issues; Kindergarten; Critical Thinking; Sex Stereotypes; Oral Reading; Qualitative Research; Observation; Case Studies; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Picture book; Bilderbuch; Charter school; Charter-Schule; Audio-CD; Interviewing; Interviewtechnik; Geschlechterrolle; Geschlechterfrage; Kritisches Denken; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Qualitative Forschung; Beobachtung; Case study; Fallstudie; Case Study
Abstract	This article discusses the results of an empirical study that examined young bilingual students' discussions of picture books dealing with gender themes in a Spanish/English bilingual classroom. The study focused on the reading of five picture books by sixteen 5-year-old Mexican-origin children at a small charter school. The data were collected by video/audio recordings, interviews, and children's artifacts over a period of five months. The findings suggest that discussions about gender roles using two languages have potential to help kindergarten bilingual children think critically about gender roles and avoid gender stereotypes. This study aims to offer critical approaches to early childhood and bilingual education, providing insights into how teachers can create supportive literacy environments in which bilingual children can develop a critical awareness of gender and gender roles from an early age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01