TY - JOUR
T1 - Gender Integration and the Promotion of Inclusive Classroom Climates
AU - Fabes, Richard A.
AU - Martin, Carol Lynn
AU - Hanish, Laura D.
N1 - Funding Information: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305A180028 and R305A180086 to Arizona State University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors were also supported by funds from the T. Denny Sanford Foundation. Publisher Copyright: © 2019, Copyright © 2019 Division 15, American Psychological Association.
PY - 2019/10/2
Y1 - 2019/10/2
N2 - The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students’ peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender peers, which perpetuates and exaggerates gender segregation. We suggest that a more beneficial pattern is enhancing students’ exposure to other-gender peers—that is, promoting gender integration. We describe the theories that support the benefits of integrating across social groups. Next, we review methods and results of strategies we have used to promote integration. Finally, we draw attention to the issues about gender integration that require further consideration and argue for more research that can help guide the development of effective strategies that build more inclusive environments, practices, and policies for today’s children and youth.
AB - The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students’ peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender peers, which perpetuates and exaggerates gender segregation. We suggest that a more beneficial pattern is enhancing students’ exposure to other-gender peers—that is, promoting gender integration. We describe the theories that support the benefits of integrating across social groups. Next, we review methods and results of strategies we have used to promote integration. Finally, we draw attention to the issues about gender integration that require further consideration and argue for more research that can help guide the development of effective strategies that build more inclusive environments, practices, and policies for today’s children and youth.
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U2 - 10.1080/00461520.2019.1631826
DO - 10.1080/00461520.2019.1631826
M3 - Article
SN - 0046-1520
VL - 54
SP - 271
EP - 285
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -