‘A woman before a person’: teachers navigating gender roles during international experiences

Mitchem, Melissa

doi:10.1080/14767724.2020.1861438

Cited by 2 publications

(2 citation statements)

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“…Amongst other ways, gender stereotypes can manifest themselves through sexual and verbal abuse. In sexual abuse, it has been reported that male teachers abuse female students in Tanzania (Iddy, 2018;Mitchem, 2021;Stein & Bockwoldt, 2016). Other than teachers, boys also sexually abuse girls (Goessmann et al, 2020;Iddy, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In principle, the education system is expected to promote gender equity. However, in practice, there is evidence that it also fuels gender stereotypes through some teachers' abusive behaviour towards female students (Mitchem, 2021), teachers' pedagogical practices (Ortega et al, 2021), and textbooks (Ismael & Mohammadzadeh, 2022; Määttä within institutions. Provided that female leaders are more social and sensitive to interpersonal relationships than male leaders, it can be assumed that there can be variations in the way female and male heads of schools address issues of gender stereotypes.…”

Section: Introductionmentioning

confidence: 99%

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Combating gender stereotypes in schools: Gender, education level, and teaching experience of heads of schools as moderating factors

Mwalongo

2024

JMPIE

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Gender stereotypes are common in societies. Since schools are social entities, they are susceptible to gender stereotypes. Promoting gender equity can combat gender stereotypes. Gender equity is significant for a patriarchal society such as Tanzania. Gender, education level, and teaching experience of heads of schools can influence how they combat gender stereotypes. However, little is known about the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in schools. Based on this background, this study examined the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in their schools. Using a quantitative research approach, data were collected through a survey and analysed using SPSS. Findings suggest that gender, education level, and teaching experience matter in combating gender stereotypes. It is recommended that the recruitment of heads of schools should consider these factors. Further research may involve longitudinal studies that gauge how perceptions of heads of schools on gender stereotypes change over time.

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