Extract
[...] (1981), "Gender-schema theory: A cognitive account of sex-typing", Psychological Review p. 354-364. Money, J. (1955), "Hermaphroditism, gender and precocity in hyperadrenocorticism: psychologic findings", Bulletin Johns Hopkins Hosp p. 253-264. [...]
[...] Section 1. From the emergence of the concept of gender to the development of a field of research in its own right North American psychology is a precursor in the analysis of gender, with the pioneering theoretical work of John Money, as early as 1955, which goes beyond the differences between men and women. Then, Evelyn Hooker defines "gender identity", namely the ability to define oneself within the existing sex categories, or even to consider a more ambivalent identity. Sandra Lipsitz Bem (1974) extends these theoretical questions to a practical level and builds in 1981 a theory of the "gender schema", by developing a questionnaire designed to determine the androgynous character of individuals, which challenges the traditional distinction between masculine and feminine. [...]
[...] Gender also impacts the interactions whether in classes, as well as in the learning processes. Numerous studies have confirmed this phenomenon in various disciplines, such as history, sciences, mathematics, physical education and sports (EPS). Finally, they reveal that teachers, without consciously wanting to, reproduce such gender schemes within their teaching practices, program selection, and student grading. In these conditions, to fight against these gender inequalities in school, it is necessary to be vigilant at every stage of the child's school evolution, both in the way of designing courses and classroom interactions, to make these gender stereotypes disappear and truly promote equality in accessing knowledge. [...]
[...] Thus, gender does not focus only on women, but also takes into account men, as key agents in the gender system, social dynamics and power relations. During the 2000s, the field of research on gender takes shape, with the first controversies that make it a full-fledged research theme. Section 2. Sexed Identities vs. Gender within the Social and School Space Children are categorized from birth based on their biological sex; a differentiation that the school only reinforces from kindergarten onwards. [...]
[...] These are gender skills that the teacher will be required to acquire in the future. References Acherar, L. (2003). Girls and Boys in Nursery School, Report for the Rectorate of the Academy of Montpellier and the Regional Delegation for Women's Rights and Equality of Languedoc-Roussillon. Montpellier. Belotti, G. (1974), Of the little girls. Paris : Éditions des Femmes. Well, S.L. [...]
