What Do Metaphors Reveal About Preschool Teachers' Perceptions and Understanding of Gender

Özkan Özgün, Büşra Vural Şenel, Hatice Çakır

Çukurova Üniversitesi, Harran Üniversitesi, Gazi Üniversitesi

Problem Statement

This research examines the perceptions of preschool teachers regarding gender through metaphors. The perception of gender and the perspectives on gender that a teacher possesses shape children's attitudes, opinions, beliefs, and behaviors towards their own gender and the genders of others. The perceptions of preschool teachers regarding children's gender roles are shaped and differentiated by knowledge, experience, and the influence of the culture they are in, reflecting on children and shaping their perceptions of gender. In preschool education, views on gender are often conveyed to children through language and concepts that are implicitly used, as well as through interactions with teachers and peers both inside and outside the classroom.

In many cultures, including Turkey, gender-linked metaphors manifest in diverse ways. Beyond common associations such as girls with the color pink and boys with blue, naming traditions in Turkey provide a more vivid demonstration of these metaphorical connections. This practice transcends mere cultural norms, resonating with deeper gender-related meanings. Female names, for example, often evoke a sense of delicacy or vulnerability, as seen in names like İpek (Silk), Narin (Delicate), or Nazlı (Coy). In contrast, male names tend to suggest attributes of strength or courage, with examples such as Cenk (Epic War), Alper (Stouthearted), or Aslan (Lion). These names serve as reflections of societal perceptions and values tied to femininity and masculinity.

Teachers, in particular, play a decisive role in the perspective that children begin to acquire about gender. This is because, in early childhood education, teachers play a guiding role in establishing social roles and expectations related to gender. One way to understand how children's perspectives, expectations, attitudes, and behaviors related to gender are formed is to examine the metaphors associated with gender. In addition to the metaphors that children possess and use, studying the gender-related metaphors of the adults with whom they continually interact is one of the tools that will provide new insights to those working and researching in this field. Due to their pivotal roles in children’s learning and development, understanding the gender- related metaphors of preschool education teachers serve as guides and models in the socialization of children, is highly instructive. In this study, metaphors were utilized to understand the perceptions of preschool teachers concerning the gender roles of children in their classes. Metaphors provide individuals the opportunity to express their experiences in their lives as they perceive them (Morgan, 1980) and facilitate freedom of thought (Di Ceglie, 2018). In the context of gender, metaphors serve an illuminating function in understanding the stereotypes, biases, and complex conceptual comprehension conveyed to children. Recognizing the crucial role preschool teachers play in shaping young children's understanding of gender, this study aims to explore preschool teachers' perceptions by examining the metaphors they use. These metaphorical depictions are thought to hold the teachers' nuanced insights regarding gender and help disclose the core conceptual elements that influence their teaching strategies and interactions with pupils.

The central research problem guiding this study is an exploration of the variations in preschool teachers' perceptions based on children's gender. Through an analysis of metaphors, the investigation aims to shed light on these distinct perceptions and contribute valuable insights into how gender influences teachers' views of their students. The specific purpose of the study is to scrutinize the perceptions of preschool teachers concerning girls and boys, utilizing metaphors as a lens.

To achieve this goal, the study is guided by the following research question:

1. What metaphors do preschool teachers employ in relation to girls and boys in their classroom?

2. What conceptual categories emerge from teachers’ metaphorical expressions?

Research Methods

Research Design

This study adopts a phenomenological approach to explore preschool teachers' metaphorical perceptions of gender. By emphasizing the real experiences of teachers, phenomenology allows us to reveal how they perceive gender by examining their personal experiences with girls and boys in their classrooms (Merriam, 2013; Johnson & Christiansen, 2014; Patton, 2014). We aim to lay the groundwork for understanding these perceptions through the lens of metaphors.

Participants

The study included 57 preschool teachers in Turkey (6 men and 51 women), working across 23 provinces. Their work experience ranged from 1 to over 21 years, with an average tenure of 6 years and 3 months, and a mean age of 29. We employed

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snowball sampling, allowing us to expand our participant base through the networks and connections of the teachers (Güçlü, 2019).

Data Collection Process and Tools

Data were collected using an online questionnaire, comprising a demographic form and short open-ended questions about children's gender. This tool enabled us to uncover teachers' gender-related perceptions through metaphors, exploring their thoughts and beliefs about boys and girls.

Role of the Researchers

The researchers' role in crafting, delivering, and analyzing the digital questions was clearly defined, in line with Glesne's (2013) emphasis on the importance of researcher positionality in qualitative research.

Ethical Measures

Credibility and reliability were ensured by adherence to ethical guidelines (Merriam, 2013). Participants were informed about the study's purpose and procedures and provided written informed consent. Personal identifiers were avoided, and all data were recorded with research numbers. A firm commitment was maintained to participant security and well-being.

Data Analysis

The teachers' written answers were subjected to content analysis. The systematic procedure included verbatim transcription and open coding to develop reflective codes (Charmaz, 2006). The codes were grouped into broad categories, leading to a framework matrix. Intersections between participants and categories led to increasingly abstract conclusions, with axial themes related to gender and societal norms identified. Three researchers maintained the rigor of the study by conducting the coding and thematic processes throughout.

Expected/Temporary Results

The preliminary analyses of early childhood educators' perceptions regarding metaphors for gender have revealed some key themes. For girls, there seems to be a focus on delicacy and beauty, symbolized by flowers, delicate objects, and brightness, representing attributes such as care, fragility, and elegance. They are also likened to elements of growth and transformation, like butterflies and water nourishing a flower, coupled with sunlight. Occasionally, girls are depicted with mixed metaphors like rainbows or angels, aligning with more universal symbols of childhood.

In contrast, the metaphors associated with boys center around strength and activity. Boys are likened to robust objects like cars, bicycles, and motors, as well as to natural elements like soil and lions, symbolizing physical strength. Additionally, they are characterized by energetic movement and explosive growth, as represented by metaphors like bouncing balls and restless movements. Interestingly, some metaphors, such as trees and cats, overlap between genders, adding complexity to these perceptions and reflecting a more nuanced view of gender in early childhood education.

The analysis uncovers a dichotomy in gender perception where girls are often associated with delicacy, beauty, and natural elegance, while boys are symbolized by strength, power, and movement. Shared themes and mixed metaphors reveal complexity and occasionally challenge stereotypical views. These findings echo broader studies on gender stereotypes in early childhood education, emphasizing the contrasting lenses through which boys and girls are perceived by teachers.

Keywords: Gender perception, metaphors, early childhood educators

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