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Evaluation of the FAIR program: teaching gender equality to children

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dc.contributor.authorBrinkman, Britney G., author
dc.date.accessioned2024-03-13T18:50:53Z
dc.date.available2024-03-13T18:50:53Z
dc.date.issued2009
dc.description.abstractThe purpose of this study was to explore the impact of the Fairness for All Individuals through Respect (FAIR) program on fifth grade students' understanding of gender as a diversity issue. In particular, this project examined the influence of this program on students' knowledge, self-identity, attitudes about gender roles, experiences of gender prejudice, and engagement in discriminatory behaviors.
dc.description.abstractA total of six fifth-grade classrooms participated in the study, including sixty-six girls and fifty-five boys with an average age of 10.8 years. The participants self-reported their ethnicity being predominantly White non-Hispanic (N=78, 65%), or Hispanic/Latino/a (N=27, 23%). Four classrooms were designated to the experimental group (N=86), with two assigned to the waitlist group (N=35). Classrooms in the experimental group completed surveys prior to their participation in the FAIR program. Afterwards, they participated in focus groups and filled out the surveys again a week later. The waitlist group students completed the same set of measures twice, with one week between measurements.
dc.description.abstractStudents in the experimental group reported lower levels of experiences of gender prejudice (both in general and from their classmates in particular) at posttest than the waitlist participants. Additionally, teachers from the classrooms in the experimental group reported that their students engaged in fewer gender prejudiced behaviors at posttest than teachers from the waitlist classrooms.
dc.description.abstractA number of important themes emerged from the focus groups conducted with the students. Participants reported an increase in knowledge about gender and stereotypes after participating in FAIR, a better understanding of their own gender identity development, an increase in the endorsement of gender equality, and changes in their ideas about how to treat others. Overall, this research suggests that the FAIR program is effective in teaching children about gender equality and can have significant influences on actual behavioral outcomes.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Brinkman_2009_3385147.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237599
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectchildren
dc.subjectfairness for all individuals through respect
dc.subjectgender equality
dc.subjectprogram evaluation
dc.subjectsocial justice
dc.subjectteaching
dc.subjectsocial psychology
dc.subjectsocial studies education
dc.subjectgender studies
dc.titleEvaluation of the FAIR program: teaching gender equality to children
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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