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Usability and Acceptability of an Educational Program with Counter-Stereotypical Female Role Models for Children: A Mixed-Methods Formative Evaluation with Teachers

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Title: Usability and Acceptability of an Educational Program with Counter-Stereotypical Female Role Models for Children: A Mixed-Methods Formative Evaluation with Teachers
Language: English
Authors: Joyce J. Endendijk (ORCID 0000-0001-8149-912X)
Source: Contemporary School Psychology. 2025 29(3):647-658.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Sex Stereotypes, Role Models, Sex Role, Middle School Students, Intervention, Foreign Countries, Teaching Methods, Usability, Self Efficacy, Program Effectiveness, Personality Traits
Geographic Terms: Netherlands
DOI: 10.1007/s40688-024-00532-5
ISSN: 2159-2020
2161-1505
Abstract: Educational programs in which people are exposed to counter-stereotypical role models are often used for breaking gender stereotypes. Most gender role-model interventions focus on adolescents and emerging adults. Yet, middle childhood might be a highly effective period for changing gender stereotypes because children are still learning about gender and gender roles. Hence, in this mixed-methods study aformative evaluation was conducted on the usability and acceptability of a new educational program (Heroines!) with diverse counter-stereotypical female heroines that was developed for children aged 6-12 years. Ten Dutch teachers (90% women) who utilized the Heroines program in their classes completed the System Usability Scale and were interviewed (semi-structured) on several indicators of usability and acceptability. Overall, the usability and acceptability of the Heroines program was high according to teachers both in the survey and the interviews. Perceived effectiveness, users' affective attitudes, perceived burden, and ethicality were evaluated most positively. Intervention coherence and teacher self-efficacy were evaluated somewhat lower. The program also elicited some resistance among boys because of its sole focus on women. To conclude, to increase intervention coherence and teacher's self-efficacy for working with the intervention, it is recommended to create a clear link between the central character traits of the heroines and the traits that are practiced by children in the accompanying exercises. In order to increase acceptability of the program for boys teachers need to explain the importance of the focus on female role models.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489893
Database: ERIC
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  Data: Usability and Acceptability of an Educational Program with Counter-Stereotypical Female Role Models for Children: A Mixed-Methods Formative Evaluation with Teachers
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s40688-024-00532-5
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  Data: Educational programs in which people are exposed to counter-stereotypical role models are often used for breaking gender stereotypes. Most gender role-model interventions focus on adolescents and emerging adults. Yet, middle childhood might be a highly effective period for changing gender stereotypes because children are still learning about gender and gender roles. Hence, in this mixed-methods study aformative evaluation was conducted on the usability and acceptability of a new educational program (Heroines!) with diverse counter-stereotypical female heroines that was developed for children aged 6-12 years. Ten Dutch teachers (90% women) who utilized the Heroines program in their classes completed the System Usability Scale and were interviewed (semi-structured) on several indicators of usability and acceptability. Overall, the usability and acceptability of the Heroines program was high according to teachers both in the survey and the interviews. Perceived effectiveness, users' affective attitudes, perceived burden, and ethicality were evaluated most positively. Intervention coherence and teacher self-efficacy were evaluated somewhat lower. The program also elicited some resistance among boys because of its sole focus on women. To conclude, to increase intervention coherence and teacher's self-efficacy for working with the intervention, it is recommended to create a clear link between the central character traits of the heroines and the traits that are practiced by children in the accompanying exercises. In order to increase acceptability of the program for boys teachers need to explain the importance of the focus on female role models.
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      – SubjectFull: Sex Role
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      – SubjectFull: Middle School Students
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