Pre-service teachers' approaches to gender-nonconforming children in preschool and primary school: Clinical and educational implications
Pre-service teachers' approaches to gender-nonconforming children in preschool and primary school: Clinical and educational implications
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DOI：
10.1080/19359705.2019.1565791
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发表时间：
2019-01-01
影响因子：
1.6
通讯作者：
Scandurra, Cristiano
中科院分区：
文献类型：
--
作者：
Bochicchio, Vincenzo;Perillo, Pascal;Scandurra, Cristiano
教师在儿童时期对性别不一致采取的纠正方法可能会增加儿童感受到的性别压力，对福祉和发展产生负面影响。本研究旨在评估305名职前幼儿和小学教师对儿童性别不一致的态度是否受到性别歧视和仇视同性恋的态度和情感的影响。结果表明，大多数样本会对儿童时期的性别不一致采取支持和肯定的方式。尽管如此，结果也表明，性别歧视只影响对性别不一致的小学生采取纠正方法的可能性，而恐同与学龄前和小学儿童对性别不一致采取纠正方法呈正相关。讨论了教育和临床实践的建议。
Corrective approaches taken by teachers towards gender nonconformity in childhood may increase the gender pressure that children feel, negatively affecting well-being and development. This study was aimed at assessing whether the approaches of 305 pre-service preschool and primary school teachers towards gender nonconformity in childhood are influenced by sexist and homophobic attitudes and feelings. The results indicated that the majority of the sample would adopt a supportive and affirmative approach towards gender nonconformity in childhood. Notwithstanding, the results also showed that sexism influenced the likelihood of adopting corrective approaches only to gender-nonconforming primary school children, whilst homophobia was positively associated with adoption of a corrective approach to gender nonconformity in both preschool and primary school children. Suggestions for educational and clinical practice are discussed.