Gender Socialization Among Cambodian Parents and Teachers of Preschool Children: Transformation or Reproduction

Gender equity in education has been a priority in Cambodia for nearly a decade. However, within the early childhood education sector, issues of gender equity are largely overlooked. This qualitative research uses interviews with five mothers and seven teachers involved in a home-based preschool program, located in Siem Reap in Cambodia, to explore gender-based beliefs and educational aspirations for girls and boys. A grounded theory approach was used in data analyses. Belief systems were primarily based on traditional values and norms and most participants had little awareness about gender equity, although one teacher discussed transitional beliefs and another teacher held stronger transformational beliefs. Greater awareness of the importance of gender equity between girls and boys could be promoted in the pedagogy and practices of home-based preschool that involve parents, teachers, and children. This could lead to more awareness gender equity between girls and boys and raise family expectations and aspirations for girls’ education.