Harvard Educational Review
  1. Fall 2010 Issue »

    When Boys Won't Be Boys

    Discussing Gender with Young Children

    Hannah Katch, Jane Katch
    In this Voices Inside Schools essay, Hannah Katch and Jane Katch reflect on gender roles and how they are enacted in the classroom. When Timothy, a student in Jane's kindergarten class, refuses to count himself as one of the boys during a math lesson, Jane begins a conversation about social constructions of gender with her daughter, Hannah. Writing in separate voices, Jane, whose narrative appears in plain text, and Hannah, whose narrative appears in italics, raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.

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    Hannah Katch is a research assistant at the Center for Health Care Quality in the Department of Health Policy at the George Washington University, where she is pursuing her master’s degree in public policy. Prior to joining the Department of Health Policy, Hannah worked with the U.S. Senate Health Office of the Health, Education, Labor and Pensions Committee, the NIH Office of Research on Women’s Health, and an HIV/AIDS organization in South America. Her current research focuses on women’s health policy and on racial and ethnic disparities in health care. Hannah holds a BA from the George Washington University.

    Jane Katch teaches kindergarten at Touchstone Community School in Grafton, Massachusetts. Her books Under Deadman’s Skin: Discovering the Meaning of Children’s Violent Play, and They Don’t Like Me: Lessons on Teasing and Bullying from a Preschool Classroom show how classrooms that are open to play, storytelling, and creative problem-solving can help teachers and children understand themselves and one another. In her forthcoming book, Far Away from the Tigers: A Year with Adopted Children in the Classroom, Jane shows how teachers and parents can work together to meet the needs of internationally adopted children in school. It will be published by the University of Chicago Press in February, 2011. Her articles about young children’s social and emotional development and about teaching literacy to young children have been published in Educational Leadership and in Schools: Studies in Education. Her classroom was featured in the PBS documentary about boys, Raising Cain.
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    Fall 2010 Issue

    Abstracts

    From Forced Tolerance to Forced Busing
    Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
    Zoë Burkholder
    More Like Jazz Than Classical
    Reciprocal Interactions Among Educational Researchers and Respondents
    L. Janelle Dance, Rochelle Gutiérrez, Mary Hermes
    "No Backpacks" versus "Drugs and Murder"
    The Promise and Complexity of Youth Civic Action
    Beth C. Rubin, Brian F. Hayes
    When Boys Won't Be Boys
    Discussing Gender with Young Children
    Hannah Katch, Jane Katch
    Editor's Introduction: Bias in the SAT?
    Continuing the Debate
    HER Editorial Board
    On Replicating Ethnic Test Bias Effects
    The Santelices and Wilson Study
    Roy O. Freedle
    Misrepresentations in Unfair Treatment by Santelices and Wilson
    Neil J. Dorans
    Responding to Claims of Misrepresentation
    Maria Veronica Santelices, Mark Wilson

    Book Notes

    Whistling Vivaldi
    Claude M. Steele

    Crossing the Finish Line
    William G. Bowen, Matthew M. Chingos, and Michael S. McPherson

    Examining Effective Teacher Leadership
    Sara Ray Stoelinga and Melinda M. Mangin

    The Boy on the Beach:
    by Vivian Gussin Paley