This presentation examines how third-grade students navigate, negotiate, and make sense of gender identity within their everyday classroom experiences. Although gender identity has received increasing attention in educational research, studies centering young children—particularly in early elementary grades—remain limited. Addressing this gap, this qualitative classroom-based study explores how children express and construct gender through writing, peer interactions, and participation in routine instructional activities.

Participants included third-grade students (ages 8–9) in a public elementary classroom in the United States. Data were collected over one academic term through children’s written work, classroom observations, and field notes documenting peer interactions and instructional contexts. Data were analyzed using thematic analysis, with iterative coding to identify patterns related to gender expression, negotiation, resistance, and reinforcement of dominant gender norms. Attention was given to credibility through prolonged engagement in the classroom and analytic memoing throughout the coding process.

Guided by sociocultural, developmental, and critical pedagogical perspectives, the study conceptualizes gender identity as fluid and socially constructed through interaction, language, and participation in classroom life. Findings highlight how everyday moments—such as collaborative learning, informal conversations, and writing tasks—serve as key sites where children actively negotiate gender meanings. The study challenges assumptions that young children are developmentally unprepared to engage with gender and identity issues. Implications for educators emphasize the importance of inclusive, affirming, and developmentally responsive classroom practices that support gender diversity, equity, belonging, and social–emotional well-being.

Authors:
Jeonghee Choi, Arkansas State University, United States
Yeonsun Ro, Institute of Early Global Education, United States

About the Presenter(s)
Dr. Jeonghee Choi is an Associate Professor in the Teacher Education Department at Arkansas State
University. Her scholarship focuses on anti-bias curriculum and assessment in early childhood education.

See this presentation on the full schedule – Sunday Schedule

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