LEADER 04046cam 2200577 i 4500001 on1381680410 003 OCoLC 005 20240605091811.0 006 m o d 007 cr unu|||||||| 008 230609s2023 ncua obm 000 0 eng d 035 (Sirsi) o1381680410 035 (OCoLC)1381680410 040 ERE |beng |erda |cERE |dOCLCO |dERE |dUtOrBLW 043 s-bl--- 049 EREE 090 LC213.3.B6 100 1 McMahon, Shannon, |eauthor. 245 10 Educators for gender equity : |bpromoting gender equity in an international elementary school / |cby Shannon McMahon. 264 1 [Greenville, N.C.] : |b[East Carolina University], |c2023. 300 1 online resource (344 pages) : |billustrations (some color) 336 text |btxt |2rdacontent 337 computer |bc |2rdamedia 338 online resource |bcr |2rdacarrier 347 text file |bPDF |c6.973 MB |2rda 538 System requirements: Adobe Reader. 538 Mode of access: World Wide Web. 502 |bEd.D. |cEast Carolina University |d2023. 500 Presented to the Faculty of the Department of Educational Leadership 500 Advisor: Matthew Militello 500 Title from PDF t.p. (viewed June 4, 2024). 520 3 Disparities, bias, and inequities persist between girls and boys as the result of gender inequities in schools (Sadker and Sadker, 1994). In this participatory action research (PAR) project, I investigated how educators and educational leaders promote gender equity in an international elementary school. The project took place in the elementary school at Escola American de Campinas (EAC) where I was the principal at the time of the project. I led the PAR project's co-practitioner research (CPR) group comprising five elementary educators through three cycles of inquiry. At the completion of the inquiry cycles, five themes emerged and were unanimously promoted by the CPR group as the project's findings: (1) gender is a learned construct; (2) girls miss out; (3) storytelling is a critical transformation tool; (4) crossing boundaries strengthens relationships and learning; and (5) the people closest to the issues are best suited to discover solutions. My use of the ecologies of knowing (Guajardo et al., 2016) in the design and implementation of the inquiry cycles and activities informed a progressive, thorough investigation centered on the initial insights derived at the level of self. It was at the level of self that profound connections regarding gender and subsequent learning were experienced and shared by the members of the CPR group. From the level of self, recognition and interaction with gender at the organization and community levels were identified and recommendations created to address gender and gender inequity in the elementary school at EAC. The process of coming to understand at the level of self, then using this knowledge and experience to inform work at organization and community levels is the basis for this PAR project's theory of change to promote gender equity in an international elementary school. 504 Includes bibliographical references. 650 0 Educational equalization |zBrazil. 650 0 Inclusive education |zBrazil. 650 0 Teacher-student relationships |zBrazil. 650 0 School children |zBrazil. 650 0 Elementary school teachers |zBrazil. 650 0 International schools. 653 gender 653 gender equity 653 educators 700 1 Militello, Matthew, |edegree supervisor. 710 2 East Carolina University. |bDepartment of Educational Leadership. 856 40 |zAccess via ScholarShip |uhttp://hdl.handle.net/10342/12814 949 |owjh 994 C0 |bERE 596 1 4 998 6143691