Gender Identity and Fairness

Journal Entry #2: Gender Identity and Fairness
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Journal Entry #2: Gender Identity and Fairness
One area that resonated with me when reading chapter 7 (Learning About Gender Identity & Fairness) of the book by Derman-Sparks and Edwards (2010) is that preschool children are yet to clearly understand what distinguishes their gender. Conventionally, children in this category chiefly focus on external and cultural aspects to understand their gender identity (Derman-Sparks & Edwards, 2010). They believe that what they wear or their physical appearances are what make them a boy or a girl. As such, it is the solemn duty of educators to dispel this confusion and help the children have a salient understanding of what gender actually means. Similarly, teachers are obligated to cultivate environments that are gender-equitable and culturally sensitive. I have dealt with children who were still struggling to define their gender identities. Therefore, this topic readily resonated with me.
The feeling the reading arouses in me is that the kind of recognition society accords teachers is not commensurate with their enormous work. For example, I can bet my last dime that many parents are unaware that educators play a pivotal role in shaping children as far as gender is concerned. We assist the children in figuring out their gender identities and roles. The other feeling that accosts me is that parents should read this book to get insights into the importance of our work. For instance, we encounter children whose anatomical constitution does not agree with the gender roles that they identify with (Derman-Sparks & Edwards, 2010). Society refers to such children as transgender. As educators, we must institute mechanisms to help us navigate such complex situations.
The fra...