Abstract

The purpose of this study, as the researcher plays in a dual role of insiders and outsiders, is to observe the practice of gender politics in a higher grade elementary classroom. The concept of genders of Children initially comes from children's observation of the interaction between family members of the original family.

Due to the gender stereotypes in a patriarchal society existing generally in average families, children may abide by such traditional concept and have it practice in their lives. Children are, therefore, expressive of some kind of "Sex Segregation", which children are not even aware of. Based on such a standard, children may "demand" other students to do the same. Some children seem to carry the burden on the traditional gender stereotypes, and yet they do not know how to express their anxiety, even without knowing their gender awareness has begun to sprout.

Based on this background and context, this paper presents the following research questions: First question: Will the gender awareness of teachers in practice of their lives be effective for students? Second: Concerning Parsons, Frieze, & Ruble(1976) proposed a behavior interactive model, in which workers help the female to see the construct of personal attitudes and characteristics of social process (B), and the construct of this Socializing process in terms of cultural, political and economic structures (A), Will the socializing process (B) affect the individual's attitudes, values, emotions (C) and also affect the choices and behavior(E) toward the female's value?

Third, Will it be shown that the formation of the concept of gender awareness of school children aged 11 and 12 in the socializing process has a greater effect than the in the physiological aspect? This study aims to obtain the information of observations from a self-awareness life of individuals (children in higher grades of an elementary school) demonstrated their behaviors in their daily lives and then give further validations and analyses. This study is to use participant observation and focus groups as the main research methods. The study also adopts student's homework and other text data in a single study on gender awareness, which are collated and analyzed.

Based on Nacy Chodorow (1978) in his child's gender role development theory and supplemented with the researcher's field observation, the study is consequently to develop an a behavior interactive model, different from one proposed by Parsons, Frieze, & Ruble (1976). This paper considers that female students experience the socializing process with parents, schools, students, media and others will affect their personal attitudes, values and emotions; furthermore, it will affect their choices and behaviors toward issues of gender. The findings of this study show that girls are not generally regarded that they do not have their independent concept or ideas, nor they are the one so-called too weak to try. On the contrary, it is because the environment in general did not give them an opportunity for their own decision. It further confirms the old psychoanalytic theory ignore the girl's growth experiences, but put forward the bias concept of the development process of gender. If teachers with gender awareness give them respect for child physiology of genders, provide equal opportunities for development so his / her performance can keep pace with one another.

In the final conclusion, the researcher will give proposals on family education to schools and national educational institutions. The implementation of gender equality must be conducted in concerted efforts by the families and educational institutions which are children's fist contacts. Teachers should strengthen their own awareness of genders. The findings of the study reveals that if teachers have the awareness of true gender equality, children will gradually realize the gender awareness after a long period of interaction with their teachers, and they will know better how to respect others, and even can affect the original family in terms of gender awareness.