A phenomenological study of gender stereotyping patterns in preschools in Ghana

This study sought to phenomenologically focus on the patterns of gender stereotypes, prevalent in the Ghanaian society, found among preschool children and the strategies preschool teachers use in addressing gender stereotyping when encountered in their line of duty. Eight preschool teachers from public and private schools were recruited for the study using purposive sampling utilizing semi-structured interviews. The data analysis Initially focused on the specific words that were used by participants. These words were then categorized at different stages to form the main themes which were relevant to the research objectives. The analysis revealed that the patterns of gender stereotypes exhibited by preschool children covered aspects such as Subject areas, Play, Colors, Behavior and Career choices. In addition, when confronted with gender stereotyping in their settings, preschool teachers employed strategies including the following to address the gender stereotypes: Discussion, freedom to explore, Gender-counter stereotypical role models and Cross-gender activities. The findings underscore the vital role of educators in encouraging children to question societal norms, explore their individuality, and embrace a diverse range of interests and aspirations.