Honors Program Thesis (UNI Access Only)
Lyn Le Countryman
Classroom management--Psychological aspects; Student teachers--Attitudes; Sex differences in education--Social aspects; Boys--Education--Social aspects;
It is commonly believed that male individuals must possess the characteristics of power, dominance, and control, risking the loss of their masculinity if these characteristics are not upheld. The purpose of this thesis was to explore how pre-service elementary educators view the role that gender plays in the elementary classroom, how those gender norms may reinforce power dynamics, and how this power may contribute to aggression. Understanding the beliefs of future teachers on this matter is vital if there is hope to potentially receive insight into opportunities to reduce gender inequality, both inside and outside of the classroom. The point at which these gender expectations have gone too far must be identified in order to create a healthy discussion and an atmosphere that encourages positive masculinity in the classroom and ultimately, society. In order to analyze this topic, a literature review was done to assess studies on the link between power, gender, and aggression and how that affects girls and boys in the PreK-6 th grade setting. Additionally, an online survey was given to pre-service teachers who were student teaching during the Spring 2015 university semester.
Date of Award
Department of Teaching
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
1 PDF file (33 pages)
© 2015 Kelly Marie Krueger
Krueger, Kelly Marie, "Pre-service teacher beliefs on gender and aggression within the PreK-6th grade classroom" (2015). Honors Program Theses. 164.