Princesses in the Classroom: Young Children Learning to be Human in a Gendered World
Bibliographic record
Abstract
For well over fifty years, girls as princesses has been a staple of child-hood play. In 2000, The Disney Corporation released its "Princesses" line of merchandise - - eight princess-es marketed together as a group for the purpose of creating a single brand which can be more easily mass-pro-duced. As such, the princess industry has grown significantly in the last ten years. This paper explores the heavily marketed princess motif on the devel-opment of gender identity in young girls. The messages of simplistic and traditional, hyper-gendered perfor-mances are powerful and ubiquitous, and such fixations need not be encouraged in primary classrooms. Primary teachers in particular could use alternative and varied metaphors for gender roles when choosing books, stories, and learning activities for their classrooms, and they can cre-ate space for critical discussions regarding young children's percep-tions of gender roles. Because chil-dren appropriate cultural material to participate in and explore their world, mindful engagements with their teachers seem necessary.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.008 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".