Dissertation/Thesis Abstract

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; 1510997
Abstract (Summary)

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.

Indexing (document details)
Advisor: Shimpi, Priya, Kroll, Linda
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 50/06M, Masters Abstracts International
Subjects: Early childhood education, Gender studies, LGBTQ studies
Keywords: Autonomy, Gender nonconformity, Preschool, Transgender
Publication Number: 1510997
ISBN: 978-1-267-36170-7
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