Evaluation of a Formative Intervention on Sexuality and Gender for Early Childhood Education Teachers

Blankenheim, Thais; Pizzinato, Adolfo; Costa, Ângelo Brandelli

doi:10.1590/1982-4327e3216

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School and Educational Psychology • Paidéia (Ribeirão Preto) 32 • 2022 • https://doi.org/10.1590/1982-4327e3216 copy

Evaluation of a Formative Intervention on Sexuality and Gender for Early Childhood Education Teachers

Avaliação de uma Intervenção Formativa em Sexualidade e Gênero para Professoras de Educação Infantil

Evaluación de una Intervención Formativa sobre Sexualidad y Género para Profesoras de Educación Infantil

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The themes of sexuality and gender must be addressed at all stages of schooling. However, there is a certain invisibility during childhood, as well as a lack of interventions focused on educators. This study aimed to evaluate the effectiveness of a formative intervention about sexuality and gender in teachers of Early Childhood Education, in relation to the level of prejudice and attitudes related to sexual and gender diversity, gender roles, and educational competences for working with LGBT students. In total, 37 teachers participated in the study. Descriptive statistics and bivariate analyses were performed in the form of parametric tests (paired samples t-tests) and a thematic analysis. The intervention was positively evaluated, the prejudice level was significantly reduced and there was an immediate effect in relation to the application of knowledge. We suggest the development of interventions on subtle manifestations of prejudice towards sexual diversity and gender roles.

Keywords:
sexuality; gender; early childhood education; prejudice

Module	Educational component	Methodology
Basic concepts	Sexuality, gender, child development	Exhibition material for reading, explanatory video on sexuality and asynchronous forum activity
Education in sexuality and gender	Education in sexuality and gender and the role of the school	Exhibition material for reading and asynchronous forum activity
Good practices in educational interventions	Interventions in situations related to sexuality and gender in child development, prevention of sexual abuse and violence, and family diversity	Exhibition material for reading, composed of educational scenarios and their possible resolutions and asynchronous forum activity
Final project	Intervention project	Autonomous and active task of preparation and writing of intervention project

Variables	n	Pre		Post		t	d	p
Variables	n	M	SD	M	SD	t	d	p
Sexual and Gender Diversity Prejudice Scale	37	1.19	0.24	1.11	0.20	3.17	0.36	0.01
Multidimensional Scale of Attitudes towards Lesbians and Gays - pathologizing queer people	37	1.10	0.36	1.07	0.22	0.43	0.05	0.67
Multidimensional Scale of Attitudes towards Lesbians and Gay men - Modern Heterosexism	37	1.51	0.44	1.52	0.44	-0.18	0.02	0.85
Gender Roles Attitudes Scale	35	1.19	0.24	1.18	0.24	0.11	0.04	0.91

Items	n	Pre		Post		t	d	p
Items	n	M	SD	M	SD	t	d	p
1. I am aware of institutional barriers that could inhibit transgender people’s access to schools.	35	5.23	2.20	4.86	2.46	0.96	0.15	0.34
2. I am aware of the existence of institutional barriers that could inhibit access for LGBQIA+ people to schools.	33	5.21	2.12	4.82	2.42	1.09	0.17	0.28
3. I would feel unprepared to talk to an LGBTIA+ student about topics related to their sexual orientation or gender identity.	28	3.86	2.17	3.04	2.03	2.41	0.39	0.02
4. I have received educational training to work with transgender students.	29	2.31	1.75	3.55	1.94	-3.21	0.67	0.01
5. I have received educational training to work with LGBQIA+ students.	29	2.52	1.94	3.62	2.14	-2.39	0.53	0.02
6. I would feel morally upset if I worked with an LGBTIA+ student.	22	1.23	0.69	1.41	1.33	-0.56	0.16	0.58

Items	n	I neither agree nor disagree	I partially agree	I completely agree
1. I often use what I was taught in training in my current work.	35	5.71	31.43	62.86
2. I take advantage of the opportunities I have to put into practice what I have been taught in training.	36	-	19.44	80.56
3. The skills I learned in training lead me to make fewer mistakes in my work and in activities related to the content of the training.	32	6.25	9.38	84.38
4. I remember well the content taught in the activity.	37	-	24.52	75.68
5. When I apply what I learned in the activity, I work faster.	32	15.63	21.88	62.50
6. The quality of my work improved in the activities directly related to the content of the training.	34	2.94	14.71	82.35
7. The quality of my work improved even in those activities that did not seem to be related to the content of the training.	35	5.71	22.86	71.43
8. My participation in the training served to increase my motivation for the job.	36	2.78	11.11	86.11
9. My participation in this training increased my self-confidence (I now have more confidence in my ability to perform my work successfully).	35	2.86	22.86	74.29
10. After my participation in the activity, I have suggested changes in work routines more often.	30	16.67	26.67	56.67
11. This training I have done has made me more receptive to changes in work.	32	9.38	18.75	71.88
12. My training benefited my co-workers, who learned from me some new skills.	30	16.67	26.67	56.67

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Thais Blankenheim. Pontifícia Universidade Católica do Rio Grande do Sul. Av. Ipiranga, 6681 - Partenon, Porto Alegre-RS, Brazil. CEP 90.619-900. E-mail: thaisblankenheim@hotmail.com