Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Erin E. Hamel

doi:10.37291/2717638X.202123118

Authors

Erin E. Hamel University of Georgia https://orcid.org/0000-0002-9890-8484

DOI:

https://doi.org/10.37291/2717638X.202123118

Keywords:

Early childhood, Science, Preschool, Gender

Abstract

Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.

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