Heroines! Examining the effect of counter-stereotypical role models on gender stereotypes in middle childhood through art content analysis and teachers’ perspectives

Abstract

Although research has shown that middle childhood is a crucial period for gender concept development in children, little is known about how we can use this period to combat gender stereotypes. This study examines whether and how the Heroines! Project, a role-model intervention developed for primary schools, has an effect on the gender stereotypes of children between 6 and 10 years old. The study uses two methods: qualitative interviews with eight teachers about their classroom observations after completion of the project, and a quantitative analysis of 17 sets of children's drawings, in which students drew themselves as hero(in)es, before and after the project. The interviews revealed that a number of teachers reported changes in areas of future aspirations among the children, improved class dynamics between boys and girls, and in both boys and girls, a change in behavior - in the former in gender-stereotypical beliefs about the project and in the latter in increased self-confidence. Identification with the role models plays a key role in this. The drawing analysis showed that in all categories there were no to minor changes. Despite the mixed-method approach, the small sample of drawings may be the reason for the ambiguous results. Moreover, in future research it is recommended that the drawing analysis be approached in more inclusive manner. Nevertheless, it can be stated that the Heroines! Project is a source of inspiration and new insights for many children, regardless of their gender identity. To diversify the composition of people based on gender on a larger scale in professional fields, similar interventions in middle childhood can play a great role.