When ruminating on the factors that impact early childhood education, one invariably reflects on the topic of how curriculum represents (or fails to represent) issues of gender, specifically with regard to how gender is portrayed within the selection of classroom picture books. In such ruminations, many questions emerge regarding the specific role reading curriculum plays as it relates to gender.

Author Biography

Dr. Ashley Lauren Sullivan is an Assistant Professor of Early Childhood Education at Penn State Erie, The Behrend College. Her research focuses on social justice and equity in early childhood education, LGBTQ children and families, transgender children’s literature, poverty studies, and kindergarten “readiness”. Prior to her position at Behrend, Dr. Sullivan worked as a kindergarten teacher, curriculum writer, and professional development facilitator for Hartford Public Schools in Connecticut.

Dr. Laurie Urraro holds a position as Lecturer of Spanish at Penn State Erie (since 2011). Her area of expertise is contemporary peninsular literature an culture, and she specializes in drama. Areas of interest include contemporary female-authored Spanish drama and gender and sexuality studies.



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