Wang Simeng
Faculty of Education, Monash University, Melbourne, Victoria Australia.
Early Child Educ J. 2023 May 19:1-14. doi: 10.1007/s10643-023-01499-3.
Various gender biases have been demonstrated in early childhood educators (ECEs) with unintentional preferential treatment provided to boys during STEM-related play activities. These biases could impact young girls' identity formation, resulting in continued underrepresentation of women in STEM domains in future. In China, however, little research has been conducted on how ECEs perceive gender equity of STEM fields. Consequently, this study aims to close this gap by investigating the educators' perceptions on and responses to gender differences in STEM play, drawing on the cultural-historical theory and incorporating feminist perspectives. Adopting a multiple-case study approach, this study collected perceptions and experiences of six Chinese in-service ECEs regarding STEM play and gender-related issues. The participants recognized and valued children's equal involvement in STEM play, but failed to preclude ingrained gender preconceptions, leading to contradictory beliefs and performs. Meanwhile, Chinese ECEs considered prejudices from the external environment and peer influence the main obstacles to gender inclusion. Inclusive practices and emphasises are thus discussed relating to ECEs' multiple roles in supporting gender-neutral environments for STEM play. These preliminary findings shed light on attaining gender equity in STEM within the context of a feminist discourse, and provide Chinese educators, leaders and even the educational system with pioneering information. However, further research on ECEs' underlying stereotypes and teaching practices is still warranted to examine future professional development possibilities, support ECEs in reducing obstacles to girls' STEM engagement, and ultimately create a welcoming and inclusive STEM play space for girls.
研究表明，幼儿教育工作者（ECE）存在各种性别偏见，在与科学、技术、工程和数学（STEM）相关的游戏活动中会无意中对男孩给予优待。这些偏见可能会影响年轻女孩的身份形成，导致未来女性在STEM领域的代表性持续不足。然而，在中国，关于幼儿教育工作者如何看待STEM领域的性别平等，相关研究较少。因此，本研究旨在通过借鉴文化历史理论并纳入女权主义观点，调查教育工作者对STEM游戏中性别差异的看法和反应，以填补这一空白。本研究采用多案例研究方法，收集了六名中国在职幼儿教育工作者对STEM游戏及性别相关问题的看法和经历。参与者认可并重视儿童在STEM游戏中的平等参与，但未能排除根深蒂固的性别偏见，导致了相互矛盾的信念和行为。同时，中国幼儿教育工作者认为外部环境的偏见和同伴影响是实现性别包容的主要障碍。因此，本文讨论了幼儿教育工作者在支持STEM游戏的性别中立环境中的多重角色所涉及的包容性实践和重点。这些初步研究结果揭示了在女权主义话语背景下实现STEM领域性别平等的方法，并为中国教育工作者、领导者乃至教育系统提供了开创性信息。然而，仍有必要对幼儿教育工作者潜在的刻板印象和教学实践进行进一步研究，以探讨未来的专业发展可能性，帮助幼儿教育工作者减少女孩参与STEM的障碍，并最终为女孩创造一个受欢迎且包容的STEM游戏空间。
