| Place of Publication | Erbil, Iraq : |
| Publisher's Name | University of Kurdistan Hewler, |
| Date of Publication | 2010 |
| Extent | xvi, 172p. |
| Other Details | 4 appendices, bibliography, footnotes, colour illustrations, tables |
| Item Descriptor | Dissertation submitted in partial fulfillment of the requirements for the degree of MA in Sociology and Social Science, Department of Sociology and Social Science, University of Kurdistan-Hawler, 2010 |
| Formatted Content Note | Sections include - Introduction; Research questions; Hypotheses; Significance of the study; Background of the study; Literature review and theoretical framework; Overview; Gender socialization; Teacher-child interaction in kindergarten classroom; Theoretical framework of the study; Methodology and data gathering; Limitations and brief description of the fieldwork; Access to fieldwork; Participant observation; Semi structural interview; Obstacles and challenges in the fieldwork; Data analysis; Differentiation through teacher\'s interactions; In class activity; In participations and awarding children; Grouping, seating, and walking in line activities; Shame and belittling as social beliefs for determining gender inequality; Power in being or becoming a man; What should, and should not; and Discussion and conclusion |
| Level Content-Audience | Postgraduate |
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| Subject Entry | Preschool education
Kindergarten; Hawler - Kurdistan
Gender issues - Education |
| Supervisor | Carter, Katherine and Cross, John |
| Abstract | The study tackled gender socialization in one of the kindergartens in Hawler city in 2010 to show teacher-child interactions and the influence of teachers on children's gender roles inside the classroom. The area of the study is Erbil public kindergarten in Hawler city, Iraqi Kurdistan region. The study aimed to explain how teacher's interaction is taking place in classroom regarding children's gender and how it influences children's gender roles. Symbolic interactionism theory is the theory that was used in the analysis to understand how cultural beliefs as 'meanings and symbols' are taking place in the interaction of teacher-child inside classrooms. The findings illustrate a gendered based relationship in teacher-child interaction that might be a reflection of their socio cultural beliefs. The shift of the cultural beliefs from teachers to children inside classrooms is the way that children are socialized in kindergarten.
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