Razones de desagrado en las chicas en el primer ciclo de Educación Primaria

Description

Reasonsfordislikinggirlsinthefirstcycleofprimaryeducation. The aim of this research wasto obtain the views of young children regarding their reasons for disliking a peer girl.To achieve this goal, we conducted a qualitative study in the context of theory building researchusing an analysis methodology based on Grounded Theory. The collected information was extract-ed through semi-structured individual interviews from a sample of 853 five- to seven-year old chil-dren (430 boys and 423girls) enrolled in13 urban public schools in Spain.The children provided 3,009 reasons for disliking a classmate. Seven categories of reasonsemerged through the qualitative analysis: Personal identity, social identity, unfamiliarity, problemat-ic social and school behaviors, disturbance of well-being, dominance behaviors and aggressivebehaviors. Same-sex negative nominations are less numerous than cross-sex ones. Both boys andgirls, -especially girls-, give more reasons for disliking boys, which causes boys to be the recipientof most negative nominations (64.1%).Both sexes name more frequently aggression behaviors, especially physical aggression, as areason for disliking. The frequency order of the categories of reasons for disliking is very similar forboys and girls, although girls give more reasons of verbal aggression, intimidation and disturbanceof the well-being, and less of unfamiliarity and physical aggression, than boys do. However, there are notable differences between girls and boys in the reasons for being disliked.The reasons that express aversive relationships or lack of relationship and dominance behaviors arereasons more frequent for girls to be disliked than for boys, whereas for boys the reasons are phys-ical aggression, problematic behaviors and welfare disturbances.

Abstract

El objetivo de esta investigación fue obtener las opiniones de los niños pequeños con respectoa sus razones por las que una compañera no les gusta.Para lograr este objetivo, realizamos un estudio cualitativo en el contexto de la investigación deconstrucción teórica utilizando una metodología de análisis basada en la teoría fundamentada. Lainformación recopilada se extrajo mediante entrevistas individuales semiestructuradas de unamuestra de 853 niños (430 chicos y 423 chicas) de 5 a 7 años de edad, escolarizados en 13 escue-las públicas urbanas.Los niños proporcionaron 3,009 razones por la que no les gustaba un compañero de clase. Delanálisis cualitativo emergieron siete categorías de razones. Identidad personal, identidad social, faltade familiaridad, comportamientos sociales y escolares problemáticos, perturbación del bienestar,conductas dominantes y conductas agresivas. Las nominaciones negativas entre compañeros delmismo sexo son menos numerosas que entre compañeros de distinto género. Tanto niños comoniñas emiten más razones de desagrado hacia los niños, en especial las chicas, lo cual provoca quelos niños sean quienes reciben más nominaciones negativas (64.1%)

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