Author Information
Jeonghee Choi, Arkansas State University, United StatesYeonsun (Ellie) Ro, Institute of Early Global Education, United States
Abstract
Drawing on Butler’s (1990) concept of gender as performative, this ethnographic case study examines how traditional gender norms shape classroom interactions and responses to students who demonstrate nontraditional gender behaviors. Conducted in a third-grade classroom, the study focuses on two students, Chris and Tracy, whose behaviors challenged dominant constructions of masculinity and femininity. Data were collected over a five-month period through observations, student work samples, and interviews with students and the teacher. Findings indicate that although both students engaged in gender-nonconforming behaviors, their actions were interpreted through dominant gender expectations. Chris’s emotional sensitivity was often framed as immaturity, while Tracy’s assertiveness was perceived as bossy and socially undesirable. These responses influenced peer interactions and teacher perceptions, reinforcing traditional gender norms within the classroom. The study highlights the persistence of binary gender expectations and underscores the role of educators in fostering more inclusive environments. Implications suggest that critical literacy and intentional classroom dialogue can support students in recognizing and challenging limiting gender norms.
Paper Information
Conference: WCE2026Stream: Education
This paper is part of the WCE2026 Conference Proceedings (View)
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To cite this article:
Choi J., & Ro Y. (2026) Negotiating Gender in Childhood: Insights From Third Graders’ Classroom Experiences ISSN: 2760-7259 The Washington DC Conference on Education 2026: Official Conference Proceedings (pp. 269-275) https://doi.org/10.22492/issn.2760-7259.2026.23
To link to this article: https://doi.org/10.22492/issn.2760-7259.2026.23
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