Middle School Students as Social Theorists: Using a Short-Term Unit to Engage Students in Thinking Critically about Gender

Brandelyn Tosolt


Because middle school is a time of identity development, it may also be an appropriate time to focus on students’ conceptions of social roles. This article examines a unit focused on gender roles taught to a group of seventh grade language arts students at a private, urban school. The students deconstructed and reconstructed their gender schemas, gained awareness of gender as a lens, and began to question the adequacy of the male/female binary model. The findings suggest that ideas typically found in college-level courses may have appropriate applications in classrooms of much younger students.


gender; schema; urban education; curriculum

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DOI: http://dx.doi.org/10.18251/ijme.v11i2.257

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