Estudio de casos sobre las diferencias de género en niños y niñas

In this poster we present the research "Children's knowledge about society: case studies among representations about gender differences in boys and girls of 10 and 11 years old" (Secyt - UNLP). The study signs up in researches on knowledge development about social institutions and the social world (Delval, 2007). Particularly, our research explores children's knowledge about gender differences, considering that in recent years these issues have gained relevance in the current context, increasing the amount of theoretical and empirical studies that address them. Among these papers, there are researches about social gender representations; gender identity and playing in children's interactions with fathers and mothers; or conceptual works about gender identity’s development (Lloyd & Duveen, 2003; Woloski, Silver, Laplacette, Vardy & Schejtman, 2016; Rocha Sanchez, 2009; Garcia Leiva, 2005; Ortega Vargas y otras, 2005; Cortez Ramirez, 2011). However, we have found very few studies, in the perspective of developmental psychology, that explore the child's point of view and consider the children’s opinions on the subject (Zosuls, Miller, Ruble, Martin & Fabes, 2011). The general aim of this research is to study the children’s point of view regarding gender differences; as well as to recognize the presence of both stereotypes and innovative meanings about the way in which genres are organized by society. The methodology consists of a descriptive exploratory study, with a qualitative approach, based on a case study design with an intentional sample. As Stake (2013) points out, EC-based research involves choosing what is to be studied, rather than a methodological choice in itself. For this reason, we develop an intrinsic CD (Stake, 1999), which main characteristic is that the cases interest themselves, specifically, the “cases” constitute the point of view of the children interviewed. The technique used for data collection is a clinical interview, in the style of piagetian critical clinical method, which investigates children's ideas, their arguments and justifications. The interview is administered individually to 5 girls and 5 boys of medium sociocultural level. The interview is organized in these dimensions: self-perception of the sex of the subjects; recognition of differences and hierarchies between genders; attribution of differences; information received; sources of that information; and possibilities for reflection with mates and teachers. The interviews are recorded and protocolized for the analysis and categorization of the answers. In this poster, we present the first results of the two preliminary interviews. The ethical safeguards are taken to obtain the consent of the participants and tutors, safeguarding their identity confidentiality. It is expected that this research will provide updated information regarding the conceptualizations of boys and girls aged 10 and 11 on gender differences and stereotypes. We believe that considering the opinions of children, in addition to attending to what is expressed in the International Convention on the Rights of the Child (CRC - UN, 1989) and its General Comment No. 12, “The right of the children to be heard” (UN, 2009), offers valuable material for the development of teaching strategies for Comprehensive Sex Education.