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We know that women are underrepresented in math-intensive fields despite marginal gender differences in mathematical performance. Some researchers believe that societal factors contribute to this problem and have called for more nuanced methodologies to examine why underrepresentation and gender stereotypes about math continue to persist. The purpose of this study was to examine what messages teachers and instructional materials convey in a kindergarten mathematics classroom through discourse analysis of the intended curriculum and teacher perceptions guided by the following research questions: (1) How does the Everyday Mathematics kindergarten curriculum and supplemental curriculum materials position and write about girls in comparison to boys? and (2) How do teachers describe girls in comparison to boys and position them when discussing their beliefs about mathematics instruction and equity in the kindergarten classroom? Findings from the intended curriculum and teacher interviews include: (1) teachers and curriculum predominantly use inclusive and non-gendered language, (2) teachers and curriculum represent girls and boys similarly; however, subtle gender bias in language and illustrations persists. Further examination of subtle gender bias revealed that boys are privileged in language and illustrations, and that intentional non-stereotypical representations of girls are more prevalent than non-stereotypical representations of boys. In conclusion, teachers and curriculum materials represent girls and boys more equitably than found in previous studies; however, subtle gender bias persists. These findings extend conversations of diversity and inclusion currently conducted at the study site by intentionally focusing on gender in addition to other identities. In turn, curriculum developers could consider less privileging of boys in language and illustrations, and teachers and curriculum writers could more intentionally represent both girls and boys more frequently in non-stereotypical roles and ways.

Quality and quantity : gender representation in teacher discourse and kindergarten math curriculum