STUDYING GENDER IDENTIY IN THE ART CLASSROOM: AN ACTION RESEARCH

STUDY ON GENDER PERCEPTION IN ADOLESCENTS

By

STEPHANIE MOULD

A CAPSTONE PROJECT PRESENTED TO THE COLLEGE OF THE ARTS OF THE

UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS

UNIVERSITY OF FLORIDA
SPRING 2017
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2017 Stephanie Mould

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Acknowledgements

I would like to acknowledge Jodi Kushins for helping me come this far. Not only has she

been a great mentor throughout my academic career, but also an inspiring and resourceful

Capstone chair. Pamela Brekka, you have been an inspiration as a professor and insightful as my

supporting capstone committee member. I would also like to thank my former mentor, Susan

Bernarden, for inspiring me in my gender studies throughout my career at SUNY Oneonta, and

in my continued pursuit of education and enlightenment. Carine Rachow, thank you for your

continued support as a classmate and as a peer. Finally, endless appreciation for the support of

my family throughout my pursuit of art education. It has been a long and trying journey, but

entirely rewarding, and I would not have gotten this far without your support.
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ABSTRACT OF CAPSTONE PROJECT PRESENTED TO THE COLLEGE OF THE ARTS

OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS

STUDYING GENDER IDENTIY IN THE ART CLASSROOM: AN ACTION RESEARCH

STUDY ON GENDER PERCEPTION IN ADOLESCENTS

By

Stephanie Mould

April 2017

Chair: Jodi Kushins

Committee Member: Pamela Brekka
Major: Art Education

Abstract

For my capstone project I explored the causes and effects of dictated gender roles in

adolescents in visual media, and what can be done in the art classroom to influence positive

change. After researching the various media outlets that influence gender stereotypes in

adolescents, I created and piloted an art unit intended to promote flexibility in gender roles,

supports student conversation on the production of gender norms, and give students opportunities

to use studio art as a tool to challenge gender binaries. I used action research in which I utilized

questionnaires, class discussions, and studio art projects to gather data on student perceptions of

gender. Further information on my research, lesson plans, and project photos can be found on my

website at http://stephaniemould.weebly.com/capstone-project.html.
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Table of Contents
Title Page .........................................................................................................................................1

UF Copyright Page ..........................................................................................................................2

Acknowledgements ..........................................................................................................................3

UF Formatted Abstract ....................................................................................................................4

Table of Contents Page ....................................................................................................................5

Introduction ......................................................................................................................................7

Statement of the Problem ....................................................................................................8

Purpose of the Study...........................................................................................................8

Research Questions .............................................................................................................9

Assumptions of the Study .................................................................................................10

Definition of Terms...........................................................................................................10

Study Limitations ..............................................................................................................11

Literature Review...........................................................................................................................11

Research Method ...........................................................................................................................21

Subject Selection, Site, and Description ...........................................................................21

Data Collection Procedures...............................................................................................22

Data Analysis ....................................................................................................................23

Findings.........................................................................................................................................26

Finding One From Preteen to Progressive ....................................................................26

Finding Two Tackling the Subconscious ..................................................................... 28

Finding Three Forward Movement or Mimicking ........................................................34

Summary across all Findings ...........................................................................................36

Discussion and Conclusion .......................................................................................................... 37

Discussion and Interpretation of Findings ........................................................................37

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Implications and Recommendations................................................................................. 40

Conclusion ....................................................................................................................... 41

References ......................................................................................................................................44

Appendix A .................................................................................................................................. 47

Appendix B ...................................................................................................................................48

Author Biography ..........................................................................................................................49

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Introduction

There was a set of twins during my first year of teaching, one boy and one girl. The twins

are getting ready for Kindergarten graduation, the little girl in pink and frill, the boy in a suit and

tie. Looking up at the stage they appear as stereotypes of your typical youngsters, but when you

take a step closer these twins are more than meet the eye. The girl fidgets as she looks out the

window with longing eyes, anxious to roll around in the dirt. The boy, our little philosopher, is

pondering his next big idea, how he will take on the world. These twins are being taught how to

dress, how to behave, and how to be a rising lady and gentleman. But, what if that is not their

true path? Imagine if this young boy is destined to be an artist, yet is forced to reach for more

culturally accepted goals, maybe a doctor or lawyer. Or this young girl, who is tough and brave

and strong, but is told each day to mind her manners.

I have imagined an environment where these twins do not have to adhere to how the

media, their parents, or society tell them to act. They are aware that they may be a little different

from the norm, but this is not wrong. They understand that their unique traits make them special,

and will be what pushes them to achieve their highest goals. In your typical school setting, they

will have to battle gender stereotypes independently, and it may be too strong of a force. But, in

my classroom, I planned a safe space where students explored their true identities, despite the

pressures of the world around them. My students researched the origin of these stifling

stereotypes, explored new media that is not on their television sets at home, and used their

imaginations to come up with creative alternatives to culturally maintained inequality and gender

binaries. I created a unit of study where my students have become a part of the research process,

freely conversed about topics that are typically taboo in the classroom, and took advantage of the

opportunity to create art that pushes boundaries.

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Statement of the Problem

Like many culturally accredited stereotypes, gender stereotypes and roles are often seen

as natural. These roles are mirrored everywhere from television shows to the books that are read

to toddlers. When children are exposed to this so fluidly from a young age, it is not hard to see

how they start to form their own gender identities based on culturally produced ideals. These

stereotypes promote strict guidelines as to how males and females should present themselves, the

interests that they pursue, and the job roles they should take on.

This study is particularly relevant to adolescents because this is an important time in their

lives where they are forming their identity. With increased exposure to media outlets adolescents

are attuned to and influenced by culturally appropriated gender binaries. Without resources to see

non-normative gender roles, adolescents may go their entire lives trying to fit into a mold that

does not reflect their true identity. It is important to expose adolescents to diversity regarding

gender so they have the freedom to choose their own gender identity regardless of cultural cues.

Purpose or Goals of the Study

I have used my capstone project to not only inform my own studies, but to help students

better understand the topic of gender conformity. For myself, I have begun to learn how deeply

my students are influenced by media and visual culture regarding their own

gender identities. I have begun to ask whether or not my students aware of the cultural pressures

to conform to stereotypical male or female roles. If so, are they currently doing anything to

challenge these binaries? I also used this experience to explore my influence on middle school

students, and see if what we learn and create in the art room have greater effects outside this unit,

such as day to day conversation.

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As for my students, my goal was for them to have more awareness of what society tells

them is normal, and there for the creation of the other, those who venture outside cultural

expectations, versus what they feel is natural in their own identities. My goal was also that by the

end of this unit, my students will now be able to see that they can use studio art, visual culture,

and media to create a voice for themselves.

Research Questions

Throughout my capstone project I researched the cause and effects of gender roles in

media and visual culture. I assessed how great of an influence visual culture and media play in

adolescent gender identity. I also explored how much of an impact studio art classes can have on

deeply ingrained gender stereotypes.

1. What factors influence gender identity in adolescents? I will be researching what forms

of visual culture are influencing how sixth grade students perceive gender.

2. What limitations and problems arise from strict gender binaries?

3. How can gender roles be explored, challenged, and broken down in the art classroom?

Rationale and Significance of the Study

The purpose of this study is to show an alternative route to introducing gender in the art

room. This study will assist art educators in creating curriculum that incorporates diverse artwork

in the classroom without further isolating the content. This will expose students to non-normative

visual culture relating to gender and will break down binaries that influence and limit freedom

and creativity. It is important for adolescents to be introduced to non-gender conforming models

because they are at an age where their minds are still malleable, and this is a pivotal time
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in their lives where they can learn to accept the roles they are given, or to create their own

imprint on society.

Assumptions

Based on my experiences within United States culture, I made the assumption that

adolescent girls and boys are pressured to fill contradicting roles. One role is that young girls

should lead the life of the home maker, one who nurtures others and helps build relationships.

The second role is that these young girls should strive to fit into a world dominated by men,

whether that be as a sexualized object or by competing with men for a power. I am also assuming

that it is less taboo for girls to take on typical male roles, whereas if young boys exhibited

behavior typical to young girls, they would see more stigma. I believe the common perception is

that women are born the weaker of the sexes, and therefore can only gain equality through

working their way up to a point where men have culturally been placed. This creates harmful

stereotypes that contributions by women are less valuable than those by men. Because of this,

boys who may naturally exhibit feminine traits, are taught to stifle them, while women may be

encouraged to take on both roles of the nurturing mother and the breadwinner. It is assumed that

since children portray these stereotypes from a young age that they are natural qualities, when

realistically these children are bombarded with social pressures from a young age that influence

their identity even before they enter school.

Definition of Terms

Sex. biological differences between male and female, including hormones, genitalia, and

genetics (Newman, 2016).

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Gender. the social role of each sex within a given culture (Newman, 2016). Gender is

how identity is expressed in males and females, and although is often assumed natural, is more

based on social and cultural cues than biological sex (Rosenburg & Thurber, 2007).

Gender Identity. an individuals view of themselves regarding gender. Ones internal

sense of being male or female (Newman, 2016).

Gender Stereotypes. Socially shared beliefs that certain characteristics and behaviors

can be assigned to individuals based on whether they are male or female (Rosenburg &

Thurber, 2007, p. 4).

Gender Gap. systematic differences in the outcomes that men and women achieve in the

labor market (Golden, 2008).

Limitations of the Study

Although within my study I began to challenge gender binaries, I did not explore

transgender research. This is pertinent to my research, but is beyond the scope of my study.

Within my study I was working under the assumption that my students feel comfortable with

their biological sex, even if they do not identity with typical gender roles.

Literature Review

Although biological sex and gender only loosely relate to one another, from a young age

children are pushed to mold their gender identity to whether they were born as biologically a

male or female. According to the American Psychological Association (2011), sex is defined

as someone's biological status based on their sex chromosomes, genitals, and

reproductive organs, while gender refers to the attitudes and behaviors that a given culture
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associates with biological sex. The key difference in these definitions are that a person's sex is

determined at birth, whereas their gender is cultivated based on outside influences. So, why do so

many children seem to base their gender identity on their biological sex?

In my review I will be exploring how gender has been constructed historically and

culturally, and how this has affected the way that children see their own gender identity. I will

also be reviewing the effect of gender binaries in adolescents, the inequalities and limitations that

these distinctions may lead to in adulthood, and what can be done in the art classroom to

challenge normative gender stereotypes. This topic is often ignored in the classroom, yet it has

such a profound effect on the path each student is able to take. Gender is often translated as a

natural truth, yet as researchers such as Basow (2010), Dill and Thill (2007), and Garber

(2003) have noted, socially constructed gender binaries can have a negative effect on how

adolescents see themselves, isolate those who do not conform, and create an imbalance of power

which carries into adulthood.

Influencing Gender Identity in Adolescents

Most people in Western culture associate specific expressions with gender. For example,

the color blue, independence, and often violence is seen as masculine, while the color pink, being

nurturing, and softness is equated with femininity. This is something that we grow accustomed to

as early as toddlerhood, when little girls are thrown princess parties while little boys race each

other on trikes. Yet, many people never question where or why these traits exist.

Gender dichotomies date as far back as biblical times, where you can see the "source of

the subordination of women in Western monotheistic religion through a re-reading of the Old

Testament " (Collet, 1995, p. 31). This theme has been repeated through Greek culture where

women were not seen as integral parts of society but as partial man, the Renaissance, and even
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modern times (Reid, 1995). Although the years and contexts changed, the theme of subordination

remained constant for much of history, justified by a woman's assumed mental and emotional

weaknesses. This dichotomy has resulted in gender inequality, such as the notion that women are

subordinate, inferior, and weak (Collet, 1995).

Gender inequality has also been present throughout Western culture in a much subtler

way. Just as "Separate but Equal" was once considered a sensible solution to racial inequalities,

gender binaries create stereotypes that inadvertently isolate and devalue females. The gender gap

is not seen as detrimental when boys and girls have their own space to play and explore, but it

creates predetermined expectations as to their roles in society. This separation grows as students

continue through school, where it is suggested that "unlike males who chart their development by

increasing degrees of separation and individuationwomen develop through increasingly

complex sets of social interactions and personal relationships" (Benjamin & Irwin-Devitis, 1998,

p. 67). This is set up in childhood through stereotyped active play based on Disney shows and

Little Golden Books, and later cemented through adult gender expectations such as women being

praised for their nurturing nature and men for their bravery (Benjamin & Irwin-DeVitis, 1998).

Age, economic status, and geologic setting may differ, but the message remains the

same. From a young age women are taught to be passive and nice, to focus on healthy

relationships, and men are taught to foster their independence. This notion is hammered into the

minds of adolescents time and time again, where "girls and boys are socialized to develop

gender-or-sex-typed feminine and masculine behaviors, traits, and skills" (Ginsberg &

Silverman, 2000, p. 58). This is seen everywhere from the toys that are associated with gender to

Disney portrayals of the hero and damsel in distress. This is later carried through adolescence
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where there is a higher presence of boys choosing competitive, or violent, video games while

girls have more of a presence on social media such as Instagram and Snapchat.

A more contemporary issue regarding adolescent exposure to gender constraints is their

access to new media. Rather than solely being influenced by what is taught in school, exposed to

at home, or what they see on television, children now are bombarded by media such as video

games, blogs, YouTube videos and social media streams. Through these cultural outlets children

are seeing a distorted version of reality which they often interpret as truth. As Dill and

Thill (2007) asserted, "mass media creates a worldview more consistent with media's distortion

of reality than reality itself" (p. 854). This would not be problematic if students were trained to

be critical thinkers and knew to challenge this altered view, but unfortunately most adolescents

take this idealized reflection at face value.

Rather than the media using their power to portray diversity, they promote destructive

gender binaries. In video games we often see the main character portrayed as hyper-masculine,

with "exaggeration of macho characteristics, specifically hardened sexual attitudes toward

romantic partners, a desire for action and danger, and the acceptance of physical violence as part

of male nature" (Dill & Thill, 2007, p. 852). On the other hand, when women are present, as rare

as it is, there is an "emphasis on dependence, submissiveness, and sexuality as the basis of a

woman's value" (Dill & Thill, 2007, p. 852). These representations in video games as well as

many other media outlets are over-simplified distortions of the truth that have the power to

construct an adolescents version of reality.

This type of misrepresentation is also seen in music media, which adolescents have

growing access to each day. Music is often an integral part of self, and as Ey (2014) argued,

"music impacts on social identity in dress, self-presentation, attitudes and the emulation of
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behaviors exhibited by idols" (p. 148). Adolescents look to music media to shape their own roles

in society which is particularly relevant when it comes to gender expression. Whereas the typical

male in a music video is portrayed as rugged and powerful, often showing off their strength and

independence, women are often seen in a more passive position, either as an accessory to men or

as one part to a whole relationship. Through these illustrations, adolescents come to form their

own views of gender and identity.

Gender concepts influence the way that we dress, how we speak, our participation in

different career paths and the possibilities we see for ourselves. The concept of differentiated

gender roles has been fluid throughout time, yet what it means to be masculine and feminine has

changed based on context (Garber, 2003). If individuals start to assess where gender

binaries come from, they will have the power and confidence to choose their own gender

identity, regardless of social influence. As Collins (2011) argued, "discovering where they

reside, and why they are there, may be as important is identifying problematic portrayals" (p.

296).

Limitations of Gender Binaries

Although knowledge on the influences of gender in United States culture is important, it

is also very important to create awareness of the repercussions for this dichotomy. Gender

binaries limit a persons identity to what is socially expected of their biological

sex, ostracizes the other, and creates an imbalance of power that starts with toddlerhood and

trails into adulthood.

When writing about gender inequality, the easiest route is to explore the position it puts

women in. When women are not pushed into the path of home makers and nurturers, they are

being limited to two sexual roles, one being woman as devourer of man, the other as an idealized
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object of beauty and lust (Reid, 1995, p. 12). The issue is not in the sexualization of women, but

the limited constraints that are seen within this. A woman is either being pursued for the

enjoyment of man, or being scrutinized for their own desires. In the majority of pop-culture the

male is positioned as the power subject, which naturally puts women at a disadvantage,

specifically when pertaining to her sexuality.

Another situation we see with gender binaries is an imbalance of power and wealth.

Historically men have been assumed to be independent, and inherently the bread winners. Even

now, as status and pay increase, the percentage of women in these high paying fields is lower

than men (Basow, 2010). This is partly because women from a young age are pushed to fill

lower paying roles such as teaching, and careers involving hospitality, but also because men are

perceived as more competent in higher paying fields such as science and math. (Basow, 2010).

There have been major advances in women gaining power in and out of the work force, but

before we can expect true equality, the balance in power has to be analyzed and the patriarchy

deconstructed.

As we have seen different waves of feminism, there has been a stride to create an equal

playing field between men and women. The issue with this is that women are working to gain a

place in a patriarchal world. As Freedman (1994) stated, "men intended to draw women into their

processional communities and, in the process, recreate women to be more like men" (p. 157).

The issue with this is that although this may even out pay scales and open up doors for women,

they will still be seen as lesser versions of men, only being permitted to enter their world, not

determine its shape or control it.

There is another version of feminism which looks to uplift women and give them further

privilege. Although the root of this, which is grounded in challenging structures that position
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men and women differently regarding power, it has its setbacks. As Foster (1995) asserted,

"Privileging the feminine would seem to emphasize the dichotomy between gender roles...which

maintains hegemonic masculinity and the perception of gender as oppositional" (p. 20). As long

as there is separation, there will be imbalances, and as long we are building upon a history of

patriarchy, women will not find their place.

This concept is especially pertinent when there has been little movement in the United

States to value femininity or to encourage boys to connect with things traditionally associated

with girls. Rather we have been "training girls to be more successful within the male domain"

(Davis, 1995, p. 56). This is an ongoing issue as far as reconstructing a society that reflects

equality of all genders and sexes. As Campana (2008) noted, "Whereas citizenship movements

(including the labor, civil rights, and women's movements) work for inclusion in dominant

culture and society, post-citizenship movements focus on dissatisfaction with dominant culture

and society" (p. 281). True balance and equality of gender structures has to be built from the

ground up where ideas of feminism are respected as much as masculinity.

One last issue that affects so many but is rarely addressed is how gender roles affect an

adolescents self-esteem, especially of those who do not fit into the typical dichotomy. It is

assumed that since those of a certain gender express themselves in the normative way that it is

natural, when in fact these actions are merely a response to societal pressures. As

Speck (1995) wrote, "it is to the social conditions one must look, not biology" (p. 50). It is true

that there are some trends that differentiate between men and women, but in reality "individual

differences vastly overshadow gender differences" (Basow, 2010, p. 287). By giving into cultural

norms that tell each gender how to express themselves, we are overlooking the vast differences

within each sex.

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Conforming to the dichotomy of gender constructs not only stifles ones true identity,

but it can also lead to anxiety and depression in those that do not feel that they fit into the

normative role. We are also seeing issues regarding safety, as individuals who do not identify

with their biological sex are pressured to conform to their dictated gender roles by restricting

their use of restrooms and locker rooms to culturally appropriated male and female stalls. Also,

with males and females being pressured to live up to specific media stereotypes, failure to do so

"is a blow to a person's sense of social desirability" (Dill & Thill, 2007, p. 853). Culturally

specific gender roles may also lead to depression in women, possibly by "encouraging

emotionality, helpless styles of coping with stress, or sacrifice one's own needs for those of

others" (Hyde, Lindberg & Priess, 2009, p. 1533). Rather than teaching each person to face their

fears while nurturing themselves, men are taught to be fearless, while women are expected to

help others before themselves.

You cannot leave your bedroom in the morning without seeing how culturally

determined gender roles affects each persons life. Whether we are seeing challenges in creating

a safe space such as restrooms for those who do not fit into normative gender roles, to young

boys and girls scrutinizing their bodies based on airbrushed photos of models, media is

controlling societies perception of natural. It is seen in the way we dress, communicate, learn,

and person everyday tasks. What is less explored is the way that these dichotomies create

negative effects. Not only are women pushed into subordinate roles, but gender roles exclude a

large part of the population. The first step in building a society that looks past gender stereotypes

is confronting the origin of them. But to create real change and equality, action must be taken

from a young age.

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Confronting Gender in the Art Classroom

In order for gender binaries to be broken down in everyday situations, it must first be

addressed at a young age. One subject area that has grand opportunity to explore and challenge

gender structures is the visual arts. If approached thoughtfully the art room can

introduce diversity within gender, approach the concept of normative and non-normative

behavior, and create thought provoking conversations regarding why society is structured the

way that it is.

The first step in this process is exposing students to variation in media from a young age.

Historically art has been created by men for men. Students rarely see pieces of art created by

women, and if it is included in curriculum, it is often for only one unit. To challenge this, art by

women, or from those who do not identify as male or masculine but be integrated fluidly into art

curriculum. And not only should there be deviation from the male-dominated text books, but it is

also important how differentiation is introduced. As Collins (2011) stated "while increasing the

representation of women in media may be valuable, it is also critical that the manner in which

they are portrayed be simultaneously considered to avoid negative or stereotypical

depictions" (p. 290). That is, although it would be wonderful to see women in the art room, it

may be equally harmful if the content mostly consists of flowers and domestic depictions. As

mentioned by Davis, the arts are a tool that can not only reinforce cultural values, but also

challenge and transform them. By introducing diversity in content, students will learn how art

can be "dynamic agents of social change" (1995, p. 60).

This new way of learning will also introduce the concept of otherness. As

Foster (1995) stated, "in order to understand inclusiveness, one needs to recognize otherness. If

we are to include, we need to understand what has been excluded" (p. 21). It is in the art
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classroom that students can explore what is seemingly natural, and challenge this norm to expose

a new perspective.

Reconstructing gender also involves students understanding of the power that art has,

and also the power that they create for themselves in the classroom. For example, how do

graphics on tee-shirts, the stories that are marketed for boys and girls, and the colors presented in

toy aisles influence how children see themselves? As Freedman (1994) argued,

A socially reconstructed art education could enrich student understanding through the

inclusion of teaching about the immense power of visual culture, the social

responsibility that comes with that power, and the need for the integration of creative

production, interpretation, and critique in contemporary life. (p. 165)

Art is unfortunately often seen as an extra-curricular activity in school that holds no real power.

By showing students the weight that art has on society, they will be able to envision their

involvement in cultural change.

Lastly, in order to promote change within the classroom regarding breaking down

gender barriers is to involve students in scholarly conversation and critique, which will be

applied in and out of the classroom. As Reid (1995) reminds us, "Art criticism should enable

students to interrogate the values, beliefs, and power relations that are embodied in the gendered

images of Western artistic tradition" (p. 11). Students should be involved in practices that

promote critical thinking, a skill that will help them question where stereotypes come from,

challenge traditional gender roles, and create conversation outside the school walls. In order to

successfully promote equality, a new way of thinking has to be enforced and leadership has to

be re-envisioned (Nelson, 2012, p. 28). Our students, the adolescents that are so highly malleable
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to social influences regarding gender, are the answer to reinventing society that

promotes equality, acceptance of difference, and non-normative gender roles.

Conclusion

In an ideal world equality would be possible in the context of two separate genders,

but when most of history is founded on patriarchy, female equality is often defined as women

assimilating into a male dominated world. With the growing population of individuals who do

not identify clearly with their culturally appropriated biological sex, gender binaries are no

longer applicable. If we are to see true equality in our student's futures, gender has to be

reviewed, challenged, and redirected at a young age.

Methodology

For my Capstone Research Project, I conducted action research on the topic of gender

identity in adolescents. Whilst deciding on which methods to use, I heavily relied on Dick

(2002), Bergold and Thomas (2012), and Anderson and Herr (2004) to inform my research

plan. My students and I collaboratively studied the influences of gender identity in adolescents,

how socially constructed gender roles can create limitations through adulthood, and how student

involvement in the art classroom can challenge and help students reimagine these socially

constructed binaries.

Subjects

My capstone research project was conducted at Seminole Science Charter School in Lake

Mary, Florida. In February of 2017, I conducted research with my sixth grade art students, whom

will be treated as co-researchers. There are four sixth grade classes, all made up of students

whom I have taught previously. Each class consists of about twenty students, mostly in the
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middle to upper class. Each class is culturally, religiously, and racially diverse, with a heavy

presence of students from India, or whose families are from India. I chose the most diverse class

out of the four to conduct research with. These students are in the middle of the academic

spectrum at this school, and are typically more open to diverse and abstract topics. In this class

there were eleven male participants and nine female participants. In order to protect the identities

of my students, I chose pseudonyms when using a students work or when using a direct quote

from our class discussions. I saw these students each day, for about fifty minutes per day. This

has taken place for duration of one unit that lasted four weeks, with three lessons that each tackle

a different research question.

Data Collection

The data that I gathered has come from class discussions, participant observations, field

notes, student questionnaires, and studio projects. Observations, discussions, and questionnaires

have taken place throughout the unit of study, and the studio projects are used to conclude each

lesson, as means to gauge understanding, or possible change in views. The first lesson focused

on media and social influences of gender, the second focused on gender stereotype limitations,

and the third focused on student involvement in change in the art room. Since students have

researched a topic that is normally considered taboo in the classroom, I worked to create a safe

space for them to feel free to disclose their personal views (Bergold & Thomas, 2012).

Students took two surveys throughout the unit, one using visual images that gauges their

perception of gender marketing. The second a survey on the career fields that they see

themselves in. Each survey was followed by a class discussion where I gave specific prompts

regarding the lesson of study. Students reflected on their answers and shared ideas about why
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they made the decisions they had (Dick, 2002). Following the discussions, students helped me in

researching advertisements, social media, books, television shows, music, and other media that

are aimed toward boys or girls. We also explored media that present ideas that differ from the

cultural norm regarding gender roles and expectations.

To finish up each lesson, students participated in a project that either reflects or

challenges their views regarding gender identity. One project was to create a fashion look that

both satisfies the aesthetic and physical needs of a post-apocalyptic citizen in the twenty-second

century. The second project was a STEM themed interior design project where students were

prompted to create a design for an office that fits their own career and aesthetic needs. This

project used math to create a 3D design that would be suited for their future career paths as well

as creative design features that an interior designer may exhibit. The third project was an

advertisement for games or toys that reimagined the audience for traditionally gendered

products. These projects were aimed to create a voice for the students and for other marginalized

groups. Each project needed to display critical thinking skills as well as skill sets that are on both

ends of the gender spectrum. This included logic and math skills that may be typically directed

toward the male gender as well as interior design, fashion production, and social awareness that

is often directed toward the female gender.

Data Analysis

I used various methods to analyze my different types of data including organizing,

examining, coding, visual interpretations, and thematic analysis. I used different methods for

each type of data I gather: open discussions, questionnaires, field observations and drawing

prompts.
 24

After completing the surveys, I categorized and organized the gender cues that I saw.

Since the answers from those who identify as boys and girls vary, I recognized the surveys based

on trends that may not fall into normative gender roles. I also used thematic analysis to recognize

and analyze patterns that emerge between each sex, possibly deviating or strengthening the

cultural gender norm.

I coded, organized and examined the data I observed in the studio projects. This involved

visual interpretations to see different trends that emerge. Also I compared my findings from my

first questionnaire and studio projects that proceed to see if there was any difference in opinion

on gender roles since exposure to new content.

Presentation of Research

Upon completion of my research project I added it to my website to share with other art

educators. As of now, my website is only posted on my social media pages and gets maybe fifty

views a week. In the future I plan on creating more exposure for my website as a resource for

other artists, parents, activists, and educators. Also on this site is my portfolio and a blog of

everyday events in the classroom. I plan to use my website to connect with both artists,

educators, and those in the gender studies field by creating closer connections and sharing ideas

with other art educators who have their own social media networks, reaching out to online

forums, and sharing it personally within my education and artist community.

Limitations

For my research project, I am limited to the demographics of my school setting. My

student population is primarily white, middle class, with a higher than average presence of Indian

students (both who were born in India, and have homes or family in India). Because of this I may
 25

not have received the results that I could possibly see in a more diverse setting. This is the first

year that our school has been open for middle schoolers, so unless these students have attended

elementary school at Seminole Science Charter School, it is my first year as their art teacher.

Since most of the students have not grown up around each other, and have only been with me for

one year previously, I had to build trust and independent thinking in the classroom prior to this

lesson. I also had to work on my classroom management with this new group of pre-teen

students to create a productive environment.

I am also limited to what my students may study in the classroom. Although I

mostly have free range of curriculum content in my art classroom, I have to be careful as to not

offend administration, students, or parents. I have my principal and curriculum coordinators

permission to conduct this study, but I also needed to obtain the compliance of students and their

parents before moving forward, as well as student permission to share their personal projects and

audio recordings. Because of this, I did not challenge gender itself, but more so gender binaries

and stereotypes that limit freedom in my students.

Summary

Based on my literature review, I saw how influential media and culture can be on

adolescent perception of gender. What I have yet to find in scholarly research is what can be

done in younger art classrooms to contest gender assumptions. In my research project, I stepped

into taboo territory to see how malleable adolescent minds are. I believe that upon completion of

this unit, my students now have a better sense of their personal gender identity, despite what

United States culture tells them. My goal for this project was to gain information regarding the
 26

causes and effects of gender stereotypes in the art classroom, and to give students the confidence

to explore their own identities though art.

Findings

From Preteen to Progressive

The first research question that I focused our learning unit on addressed factors which

influence gender identity in adolescents. Having started research only ten years after my own

experiences in middle school, I was under the impression that the cruel and impressionable

environment that I grew up in existed in my own school. Therefore, my greatest finding was that

my sixth grade students are far more progressive than me and my peers were giving them credit

for. Whereas I expected my students were unaware of the influences that were pushed upon

them, they proved to not only be aware, but to already be taking strides in their thinking to

combat harmful stereotyping. When I introduced the idea of stereotyping, specifically related to

gender binaries, my students were able to actively engage in group discussions, and quickly

changed the direction our conversations which lead to deeper and more progressive thinking.

On the first day of our unit we discussed the influences of gender stereotyping in young

boys and girls. The class began by filling out a brief survey where students were asked to choose

whether popular items for teens, such as Minecraft, Snapchat, and Xbox 360, were intended to be

used by boys, girls, or both (See Appendix A). I had expected that these items would be highly

gendered, such as Xbox 360, Nerf guns, and Minecraft for boys, and Snapchat, Pinterest, and

teen novels for girls. Instead, there were few items that the students assigned to a particular

gender, but the most common response was neutral. I had also found out that despite the very

gendered Xbox 360 advertisements featuring prominently male actors, nearly every student,

male and female, own and play the gaming console.

 27

Afterward we began a discussion on the different ways that gender norms and stereotypes

are introduced to youth. Students easily dissected advertisements, toy displays, and popular

media, and connected the content to gender roles. In our class conversation Paul went as far as

to connect childrens toys marketed toward young boys and girls with traditional household

roles, associating the games that children play such as house and war with when women were to

work in the house, stay home and clean, and men would work in the fields. (personal

communication, January 25, 2017). The class discussed how male and female household roles

have shifted more recently, what has changed since the age of the housewife, and what

stereotypes and expectations have remained. Tracy asserted that we assume that boys have

different interests because were different genders. And possibly because we see girls playing

with Barbies sometimes, but that doesnt mean they dont love Barbies and love something

else (personal communication, January 24, 2017). This student was able to point out that

students may identify with stereotypically girly items, while also enjoying other interests and

toys that are marketed toward boys.

Given this group of students advanced perception and awareness of their own gender

roles and expectations, we were able to go further than I had expected in our discussion of the

different ways in which this group strives to break stereotypes for both themselves and their

peers. Emily mentioned that when you dont fit in then you become very good friends with

other people that dont fit in with the roles (personal communication, January 25, 2017). Later,

Ava strengthened this notion when she discussed that not fitting into stereotypical categories

could become more confident in yourself, and you can just say Im different and I can be

whoever I want to be (personal communication, January 25, 2017). Although this study did not

take the direction that I had expected, it was enlightening to find out that instead of accepting
 28

stereotypes as the truth, my students have increased awareness regarding how stereotypes are

formed, and are practicing critical thinking skills to analyze and assess how they are affected as

adolescents.

Tackling the Subconscious

In writing and in discussion, my sixth grade students are very progressive, but when

examining their artwork and personal discussion closely, I was able to detect the ways in which

gender binaries are engrained in their heads. My second research question focused on the

limitations of stereotyping, and the ways in which those expectations follow youth into

adulthood. In our first open discussion, my eleven to thirteen-year-old students did a phenomenal

job in recognizing and dissecting media and the way that it portrays gender expectations. We

then continued on with the lesson in a project where students were prompted to create a character

who would survive a post-apocalyptic world. In this studio art project students were asked to

pick the type of apocalypse that their character was facing, choose the conditions that would

affect the character, and come up with clothing that would help in surviving the elements and

conditions.

Once again, I was pleasantly surprised by the creative ways that students chose to take on

this challenge. Students were able to imagine a specific scenario and come up with successful

solutions to their problem, involving everything from the types of weapons they would possibly

require to the fabric or protective covering that the character would wear. From afar, there are

not many differences between the boys and girls drawings, but when inspecting closely, you

are able to see the ways in which growing up as male or female may have affected their outlook

on this project. For example, out of the twenty projects completed, five out of ten male projects

contained heavy weaponry (character possessing more than one weapon), whereas only two out
 29

of ten female projects contained heavy weaponry (See Figures 1 & 2). Also, ten males and four

females chose a zombie apocalypse, while the others chose an apocalypse such as nuclear fallout,

an epidemic, or an apocalypse due to extreme climate. It is apparent that more male students

chose an apocalypse situation where the characters are facing a direct threat from a perceived

enemy such as an alien or zombie, whereas the females chose an apocalypse theme involving

environmental conditions such as a radioactive atmosphere or extreme weather.

Figure 1. Female post-apocalyptic warrior.

 30

Figure 2. Male post-apocalyptic warrior.

In our second lesson, we discussed the lasting effects of stereotyping and the ways that it

may affect students as they choose their career field. In our discussion we took a close look at

which types of jobs and positions hold power in the United States, and then the breakdown of

males and females in those positions. Once again, Paul was able to point out that this may be in

connection with traditional roles and is dating back to the old times where the woman usually

tend the houses (personal communication, January 30, 2017). He was able to connect traditional

male and female roles to lasting effects on job positions, where women are not only expected to

hold a job, but also be domestic at home. Other students made connections that this may affect

power positions because it may be more difficult to hold a high pressure position when a woman

is expected to come home and work around the house as well.

 31

Yet, when the class was asked to pick one adjective off the top of their head to describe

males and females, the male list consisted of words such as tough, aggressive, competitive,

athletic, and solitary whereas the class described females as pretty helpful, sensitive, sassy,

social, creative, smart and caring. This contradicts their theory that unnecessary traditional

gender roles affect the job market today, and is evidence that students still hold the belief that

men and women possess personality traits that will suit them for traditional job roles such as

working hard labor or tending to children.

These adjectives were reflected in the class project, where students were challenged to

create a 3D space that accommodates the needs of their future careers. In this project I have seen

a correlation with the male and female descriptive words and the careers that each student chose

in their lesson two questionnaire (See Appendix B), with the females slightly more likely to

choose careers where they are either working directly with or caring for others, or are choosing

career fields that are related to the arts. This includes but is not limited to careers as authors,

veterinarians, and pop stars (See Figure 3).

 32

Figure 3. Taylors Vet, dream office space

On the other hand, my male students were more likely to choose career fields that relate

to science, technology, engineering and math (STEM), or careers where they would work

independently in an office, such as engineers, video game designers, and doctors (See Figure 4).

In this lesson eight students chose careers in the STEM field, two being female and six being

male, while three males chose a career in the arts versus five females. I may not be able to see

how gender binaries may limit my students in their future endeavors, but these discussions and

projects have shown the subliminal effects that gender stereotyping has had on my sixth graders

trains of thought.
 33

Figure 4. Video game designer, dream office space.

Although there was only a slight imbalance of STEM versus humanities-based careers

shown in this project, the aesthetic of the pieces were worth looking into. For example, whereas

most male students focused on the functionality of the space, the females went further to make

their office visually appealing. The boys were more likely to add items such as a bathroom,

ceiling fan, and useful items on their desks, while the girls spent more limited time on the

function of the office, and instead opted to use their time to add pompoms and feathers to bring a

pop of color to their space (See Figures 5 & 6).

 34

Figure 5. Averys Authorific Office, dream office space

Figure 6. Engineer, male office space

Forward Movement or Mimicking

Through my last research question, we looked at ways that students can push past cultural
 35

expectations regarding gender, and use the art studio to promote change, as well as find their

own voice. In the third lesson in the study, we took a closer look at media and visual culture and

the ways that it can either promote, change, or strengthen the prevailing norms. We also explored

ways that students in this technology focused age have diverse options in having their voice

heard. We looked into different forms of social media such as YouTube, Instagram, and other

social media platforms that are currently popular with adolescents.

In our final project students were asked to create an advertisement for a game or toy that

would be marketed for children their age. Students were challenged to think about the platform

that they would present their work, such as in a magazine, online, or on television. They were

also challenged to construct an advertisement that would market to both boys and girls their age.

For example, show both male and female figures in the advertisement playing together, or

making a product that can be customized to fit every childs needs, rather than only options for

girls or boys.

Students successfully made aesthetically pleasing and eye-catching advertisements for

their intended audiences, and met the requirements presented in the studio project prompt. But, if

I had not directly guided my students in this project, I wonder if students would have been so

responsive. For example, I displayed a mock advertisement project for the class to see that took a

new spin on Matchbox Cars. In this advertisement I referenced an actual Matchbox

advertisement with a single boy playing with a car, but added a female figure playing alongside

the male character. After showing this and a few more examples of possible options, many of my

students made similar advertisements in which they replicated a typical toy add, but added both

male and female characters working together (See Figure 7). I also saw that many students

mimicked their peers work, with only minor alterations.

 36

Figure 7. Blik Blok, gender inclusive advertisement.

Summary Across Findings

Overall, my findings were both enlightening and unexpected. I chose this particular

group because they are not only the most demographically diverse, but also the most mature and

open-minded of my sixth grade classes. This was exemplified in both their in-depth class

discussions, and the thought they put into their studio projects. When presented with this topic,

my students were engaged, and were able to participate in thought provoking conversations.

They used this unit to not only explore their own ideas, but also changed my own outlook. I

expected to spend the majority of the first lesson introducing the topic, and instead was able to

shift forward and openly communicate with students regarding their own experiences.

Although when students were directly talking about stereotyping, their conversations

were thoughtful and aware, their projects and overall behavior show evidence that these sixth

grade students have been subtly affected by gender roles. Whether it be the themes that students

chose to tackle, the aesthetic nature of their projects, or even the uniformity of projects, students
 37

are much more easily able to communicate forward thinking through instructor initiated

conversations, rather than independent studio projects.

Lastly, I found students were more forward in their thinking when engaged in instructor

initiated conversation. But, when left to work on independent projects, they were more likely to

mimic their peers, or class examples. Students met the requirements of the lessons and studio

projects, and put in their best effort, but were not quite as innovative in their thought compared

to instructor initiated group discussions.

Discussion and Conclusions

In my research I found that my students had an awareness of the culture and stereotypes

that shape them, and can be easily engaged in the topic of assessing, breaking down, and

reimagining gender stereotyping in instructor lead conversations. But, when left to their own

devices in more independent studio projects, students tend to revert back to gender binaries that

show subtly in their work. Based on my research during the course of this unit, I have begun to

gauge both where students are exposed to structural gender binaries, and more productive ways

to fluidly engage students in critical thinking.

In my first finding, I discovered that students were more aware, and forward thinking

than I had experienced at their age. I planned on starting my lesson by discussing the influence of

media and culturally based stereotyping on our own identities which aligns with Gabliks (1992)

research that the self is no longer isolated and self-contained but relational and interdependent

(p. 4). Instead of spending the first lesson introducing the existence of stereotyping, students

were able to more quickly jump to where they personally see gender stereotyping, and their own

thoughts on this matter. Partially, this behavior may be explained by the increase in use of

technology as well as exposure to abstract ideas, such as social media stars who do not fit into
 38

the cultural norm, or role models who present a new way of thinking in their social media sites.

With each student owning their own cell phone or personal tablet, children at this school are

capable of searching the web, exposing themselves to contradicting and expanding theories and

ideas regarding how each gender should present themselves and identify. Television and music

played on the radio are no longer the only way to reach teens via media outlets. My students are

able to explore new ideas independently on the internet without the risk of judgement or

criticism.

In my second finding, I reached the conclusion that although students are able to dissect

both the origin and limitations of stereotypes, they are less aware of gender cues and how

stereotypes are maintained in their independent projects and when speaking among their peers

without instructor involvement. This particular group of students are very easy to work with in

the sense that they are attentive and focused. These students are able to follow directions, and

engage in class discussion based on what they believe their instructor wants to hear, or what

information has already been presented, but they are less abstract in their independent thought

process. When students were left on their own without direct guidance or discussion prompts,

they were less likely to make connections between the content we have discussed in class, and

the studio projects that they were participating in. I believe that these students may have been

involved in class discussion in order to be good students, but I am not sure that they were truly

invested in the topic.

Based on this, I am recommending that to increase student involvement in their personal

interactions, this topic must be taken on more subtly, and in ways that relate to student interests.

Instead of creating an entire unit on gender, where students know from the start what will be

expected of them with guided discussion questions, instructors need to create more opportunity
 39

for students to think independently and create their own connections. Rather than giving an

introduction to the topic of gender binaries at the beginning of a lesson, instructors can instead

present various works without structured discussions in order for students to more independently

shape their conversations. These would may include visual images that adhere to the maintained

gender stereotypes as well as pieces that dip outside the prevailing norms. These discussions

must also be continued throughout the semester in order to apply what they have learned to

diverse scenarios. Students would benefit from class lead critiques where they would have an

opportunity to candidly dissect their own work and share thoughts with their peers that have not

been influenced by the bias of the instructor.

In my third finding I became more aware of the observation that students were more

likely to mirror either their peers work or my own, when working independently. Students were

able to follow instructional guidelines in their studio projects, but were less likely to approach it

in a creative way. This was a feasible solution to the problem that students faced, but I saw few

students who created an innovative advertisement that differed much from my class example. I

believe that my students pushed themselves to accomplish their goals in this unit, but I am not

confident that this has created lifelong habits in either critical thinking or breaking down

structured gender binaries. I hoped that students would create stronger connections to a world

outside their own and stretch their boundaries beyond the ego-self to create a wider view of the

world (Gablik, 1992, p. 6) More likely, I believe that students may have worked to receive a

grade, and to meet class goals, but not necessarily to achieve personal growth. I saw growth in

student conversation regarding gender and stereotyping in the classroom, but mostly in the form

of casual jokes or mimicking the information that I have presented.

 40

Significance, Implications, and Recommendations

Other than researching and analyzing the origin and limitations of gender binaries, I also

looked to find new ways in which we can utilize the art room to promote awareness and

consideration of gender binaries. I hoped that within this condensed unit I would be able to

promote higher thinking concerning the solidified expectations of young boys and girls, and

inspire my students to use their art to engage new audiences and promote change. What I found

was insightful, but not quite what I had anticipated. Students were very responsive to discussion

and studio project prompts, but at the end of each lesson, I found little evidence that the

information discussed made a lasting impression in their minds.

I believe in order to create changes in life long habits that promote higher thinking, this

subject should not be condensed into a unit, but threaded into art curriculum. As Delacruz (1993)

argues, teachers must routinely choose art works with diversity in mind that focus on the big

picture, which can be shared with young learners before their attitudes become solidified in

early adolescence) (p. 102). In continued practice, students will not only develop habits that

break the cycle, but will see the deconstruction of gender binaries less as a unit topic that is

directly influenced by my personal instruction, and more of a fluid practice. This can be done by

weaving the project that I have presented into the normal curriculum, and broadening the

guidelines, as well as by creating art curriculum that shows diversity in all areas. For example,

instead of three back-to-back lessons that focus on gender, I could display work from diverse

artists of various gender identities throughout my curriculum. By doing so, students will be able

to see less stigma on diversity, and will feel comfortable in their own differences. By being

exposed diverse artwork from various cultures, religious backgrounds, ethnicities, and genders,

students will likely be less influenced by the norm, and see that difference is normal.
 41

Although for the sake of this research project, three lessons were sufficient in starting

new conversations, it should not be a stopping point on the topic of breaking down stereotyping,

and introducing diverse content in the art room. Also, I believe that the topic of gender may be

slightly too mature for sixth grade students to be invested in. Although students were actively

engaged in the lessons, I am not quite sure if it is because their interest was sparked, or because

this particular class is generally compliant in the classroom. Based on this research, I believe that

both art educators and students would benefit more from incorporating lessons into their

curriculum such as gender diversity, that focus on questions about knowledge, values,

aesthetics, and opportunity (Delacruz, 1993, p. 101). The structure of this unit would be more

productive and appropriate in an older age group, or in a class that has a focus in gender studies.

Conclusion

In my research I looked to examine, analyze and interpret the presence of gender binaries

in United States culture, as well as ways in which students can find new ways to voice their ideas

through visual media and studio projects. I created a unit of study where my sixth grade class and

I approached three research questions regarding the influence of gender stereotyping in

adolescents, the limitations of such strict binaries in men and women, and the ways in which

students can use art to break free from stigma.

This topic is not one that is typically directly approached in art curriculum, let alone

middle school curriculum. This was reflected by my research in the literature where very few

studies have been completed on the effects of gender and stereotyping in adolescents visual art.

This research project was a way to further the studies in gender, and to gain insight into the

mental awareness and capabilities of adolescents.

 42

Almost immediately, my students took me on an unexpected path, and have shown me

that students their age are much more aware of the influences and implications of stereotyping

than I had expected. They were able to analyze artwork, apply it to their own lives, and visualize

new ways to break the norm. What they have also shown me is that at such a young age, students

are eager to please, and will show enthusiasm in class lessons, but in order to engrain new forms

of critical thinking that extend outside the classroom, curriculum must be fluid. Going forward, I

plan to make an extended effort to incorporate studies in diversity into my art curriculum, and to

promote acceptance in diverse student identities.

 43

Further images, descriptions, and data on my research and lesson plans can be found at

http://stephaniemould.weebly.com/capstone-project.html
 44

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Appendix A

Who do you think is the target

audience of these images??
Male, Female, or Neutral?

M/F/N M/F/N M/F/N

M/F/N M/F/N M/F/N

M/F/N M/F/N M/F/N

M/F/N M/F/N M/F/N

 48

Appendix B

Which best fits your dream

career?

Teacher Doctor Lawyer

Engineer Veterinarian Firefighter

Fashion
Child Care Carpenter
Designer

Social
Scientist Nurse
Worker

Other:
 49

Author Biography

Raised in a cozy town in upstate New York, I passed the cold winters in the art studio. I

graduated Cum Laude from SUNY Oneonta in May 2014 with a B.A. in studio art and a minor in

gender studies. It was in my undergraduate studies that I explored every inch of the studio from

ceramics to printmaking, discovered my passion for gender studies and learned the importance of

diversity. Having grown up in a small town, where diversity is few and far between, I have

worked in both my career in education to expand my own view of thinking, and spread open-

mindedness in my peers.

Post-graduation I moved to the gulf coast of Florida to pursue my graduate degree. In the

meantime, I worked as a lead teacher at Shining Starts Learning Center and got my taste for the

classroom. Although there was not a high presence of studio work in my classroom, I was able to

experience teaching independently for the first time and was able to see how fun, messy and

inspiring young art could be.

In the Spring of 2015 I began my masters program at the University of Florida where I

am pursuing a better understanding of my role not only as an artist but as an educator. In the fall

of 2015 I started my career as an art teacher at Seminole Science Charter School where I am

responsible for spreading creativity to students in Kindergarten through seventh grade. Since my

start, I have found a stronger teaching philosophy and believe that it is my duty to give my

students the tools and freedom to explore their own interests and unique talents. I also find it my

responsibility to challenge my students and expose them to content that they would not otherwise

see in a traditional school setting.