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Evaluation of the FAIR program: Teac...

Brinkman, Britney G.

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Evaluation of the FAIR program: Teaching gender equality to children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Evaluation of the FAIR program: Teaching gender equality to children./
作者:	Brinkman, Britney G.
面頁冊數:	81 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-11, Section: B, page: 7264.
Contained By:	Dissertation Abstracts International70-11B.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3385147
ISBN:	9781109499810

Evaluation of the FAIR program: Teaching gender equality to children.
Brinkman, Britney G.

Evaluation of the FAIR program: Teaching gender equality to children. - 81 p.

Source: Dissertation Abstracts International, Volume: 70-11, Section: B, page: 7264.

Thesis (Ph.D.)--Colorado State University, 2009.

The purpose of this study was to explore the impact of the Fairness for All Individuals through Respect (FAIR) program on fifth grade students' understanding of gender as a diversity issue. In particular, this project examined the influence of this program on students' knowledge, self-identity, attitudes about gender roles, experiences of gender prejudice, and engagement in discriminatory behaviors.

ISBN: 9781109499810Subjects--Topical Terms:

529430
Psychology, Social.

Evaluation of the FAIR program: Teaching gender equality to children.
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245 1 0 $a Evaluation of the FAIR program: Teaching gender equality to children.
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500 $a Source: Dissertation Abstracts International, Volume: 70-11, Section: B, page: 7264.
500 $a Adviser: Lee A. Rosen.
502 $a Thesis (Ph.D.)--Colorado State University, 2009.
520 $a The purpose of this study was to explore the impact of the Fairness for All Individuals through Respect (FAIR) program on fifth grade students' understanding of gender as a diversity issue. In particular, this project examined the influence of this program on students' knowledge, self-identity, attitudes about gender roles, experiences of gender prejudice, and engagement in discriminatory behaviors.
520 $a A total of six fifth-grade classrooms participated in the study, including sixty-six girls and fifty-five boys with an average age of 10.8 years. The participants self-reported their ethnicity being predominantly White non-Hispanic (N=78, 65%), or Hispanic/Latino/a (N=27, 23%). Four classrooms were designated to the experimental group ( N=86), with two assigned to the waitlist group (N=35). Classrooms in the experimental group completed surveys prior to their participation in the FAIR program. Afterwards, they participated in focus groups and filled out the surveys again a week later. The waitlist group students completed the same set of measures twice, with one week between measurements.
520 $a Students in the experimental group reported lower levels of experiences of gender prejudice (both in general and from their classmates in particular) at posttest than the waitlist participants. Additionally, teachers from the classrooms in the experimental group reported that their students engaged in fewer gender prejudiced behaviors at posttest than teachers from the waitlist classrooms. A number of important themes emerged from the focus groups conducted with the students. Participants reported an increase in knowledge about gender and stereotypes after participating in FAIR, a better understanding of their own gender identity development, an increase in the endorsement of gender equality, and changes in their ideas about how to treat others. Overall, this research suggests that the FAIR program is effective in teaching children about gender equality and can have significant influences on actual behavioral outcomes.
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