Understanding the Genderbread: Assessing Knowledge and Perceived Importance of Gender Identity Models Among Pre-Service Teachers in the Context of Gender and Development
DOI:
https://doi.org/10.67167/vertex.567Keywords:
Genderbread Person Model, pre-service teachers, gender inclusivity, gender-sensitive pedagogy, teacher educationAbstract
Gender inclusivity in education has become an increasingly important concern in preparing future educators for diverse classroom environments. However, limited empirical studies have examined pre-service teachers’ knowledge of gender identity frameworks and how these shape their perceptions of inclusive teaching practices, particularly within teacher education contexts. This study assessed the knowledge and perceived importance of the Genderbread Person model among 120 third-year pre-service teachers using a descriptive-correlational mixed-methods design. Data were collected through a researcher-developed survey and open-ended responses, then analyzed using descriptive statistics, Spearman’s rho correlation, and thematic analysis. Findings revealed that pre-service teachers demonstrated a strong level of knowledge regarding the Genderbread Person model across gender identity (M = 3.23), gender expression (M = 3.32), biological sex (M = 3.28), and sexual orientation (M = 3.27). They also strongly perceived the model as important in promoting gender inclusivity (M = 3.38), empathy and equity (M = 3.45), critical thinking (M = 3.36), and culturally sensitive pedagogy (M = 3.46). Correlation analysis showed a statistically significant high positive relationship between knowledge of the Genderbread Person model and its perceived importance in Gender and Development (rs = 0.798, p < 0.001). Qualitative findings highlighted themes such as promoting inclusive classroom values, fostering empathy, encouraging dialogue, supporting marginalized learners, and integrating gender-sensitive instructional practices. Based on the findings, the B.A.H.A.G.H.A.R.I. Program (Building Acceptance and Holistic Awareness for Gender-Harmonized Academic and Responsive Instruction) was proposed to strengthen gender-sensitive teacher preparation. The study underscores the importance of integrating gender-responsive frameworks in teacher education to equip future educators with inclusive, reflective, and culturally responsive pedagogical competencies.
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