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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorAnzalone, Kelley L.
dc.date.accessioned2021-09-07T21:57:43Z
dc.date.available2021-09-07T21:57:43Z
dc.date.issued2015-05-15
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5762
dc.description.abstractGender stereotypes continue to influence the way students learn in the classroom, specifically while they are reading educational resources. Although many texts in the classroom display modern gender roles, there are several resources that contain gender stereotypes that may alter a student’s perception on gender. Using a qualitative study, the current study examined how students alter their perception on gender roles from various readings. Participants completed an interview and several questionnaires based on the readings they were given. Results suggest that reading does in fact change student’s perceptions on gender stereotypes. The students are also able to determine the difference between traditional and modern gender roles. Implications of results are discussed.
dc.subjectGender
dc.subjectReading
dc.subjectPerception
dc.subjectStereotypes
dc.titleReading and the Perception of Gender Roles
dc.typethesis
refterms.dateFOA2021-09-07T21:57:43Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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