Description:
A study of the role of teacher-student interactions in early childhood classrooms in the development of young children's gender identities, based on teacher interviews and observational data from 7 teachers and approximately 120 children in 4 kindergarten classrooms at a private, coeducational, English-medium school located in the city of Karachi, Pakistan
Resource Type:
Reports & Papers
Funder(s):
Country:
Pakistan