From an early age, we learn what is considered “typical” for girls or boys. Gender roles are with us from the very beginning — but how do children react when these expectations are challenged?
In her master’s thesis, Katharina examined how elementary school children react to deviations from gender norms in group discussions. The discussions were prompted by images depicting seemingly “unusual” situations — such as a teacher wearing a summer dress or a girl working on a car. The children discussed these images together and developed their own interpretations.
The discussions revealed that such role reversals often trigger confusion, uncertainty, or even feelings of devaluation. At the same time, many children found creative ways to cope with the ambiguity. They sought alternative explanations or reinterpreted role models. The teacher in the summer dress, for example, might have borrowed clothes from his wife because he no longer had any clean clothes of his own. While some children reinforced existing notions, others tried to downplay contradictions or openly negotiate them. The focus of the analysis was less on what individual children said and more on how they collectively negotiated meanings — with humor, rejection, irritation, or openness.
The results show how strongly social norms shape children’s thinking. At the same time, it becomes clear that children are certainly capable of questioning gender roles when appropriate spaces for discussion and experience are opened up for them.
This offers particular potential, especially for educational work with children. Asking questions is inevitable, but they can be seen as a starting point for shared reflection.
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Author: Katharina Brutsch