An Experimental Assessment of Gender Equality Lessons for Japanese 4th Graders

Shin Akita () and Kazuo Mori ()

Research in Social Sciences, 2025, vol. 8, issue 3, 1-10

Abstract: This study aimed to evaluate the effects of a gender equity lesson in a Japanese elementary school. Seventy-three fourth graders (34 boys and 39 girls, aged 9–10) from three elementary schools in Aomori Prefecture, Japan, participated in an 80-minute gender equity lesson focused on occupational gender stereotypes. The lesson's effects were assessed using a pre- and post-test experimental design with two measurement tools: an implicit association test and a questionnaire survey. The results indicated a statistically significant reduction in gender-occupation bias after the lesson. However, implicit attitudes toward men and women remained stable, with no significant changes observed. These findings highlight the challenges of promoting gender equity initiatives in Japan and suggest potential limitations of implicit assessment tools for younger children. This study represents a unique attempt to examine the effects of a gender equity lesson for elementary school children by employing both implicit and explicit assessment procedures.

Keywords: Fourth-grade students; Gender equality education; Gender-occupation stereotypes; Paper-format implicit association test; Pre- and post-test design. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:ajo:reissc:v:8:y:2025:i:3:p:1-10:id:368

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