Perpetuating gender stereotypes in the classroom: a teacher perspective

Abstract

This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, where appropriate, most attempt to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys.

El Rol del Género en las Interacciones Pedagógicas de Aulas de Matemática Chilenas

“…En específico, dichos estudios concluyen que en clases de matemática y otras disciplinas los niños reciben más atención de parte de sus docentes que las niñas (Younger, Warrington & Williams, 1999), pues les dan más oportunidades para responder preguntas en general (Sadker & Sadker, 1985;Sadker, Sadker & Klein, 1991;Stage, Kreinberg, Eccles-Parsons & Becker, 1985) y les dirigen más preguntas abiertas y de alto nivel cognitivo (Becker, 1981;Dickman, 1993;Gray & Leith, 2004). Igualmente, los alumnos, en comparación con las alumnas, reciben significativamente más elogios, ánimo (Evans, 1998), retroalimentación crítica a sus comentarios (Howe, 1997) y ayuda individual para solucionar problemas académicos (Lafrance, 1991).…”

“…Esto concuerda con los resultados de algunos estudios internacionales previos (Becker, 1981;Dickman, 1993;Evans, 1998;Gray & Leith, 2004;Howe, 1997;Lafrance, 1991;Sadker et al, 1991;Sadker & Sadker, 1985;Stage et al, 1985;Younger et al, 1999), y de uno realizado en aulas chilenas (SERNAM, 2009). Si una expectativa en términos de prácticas docentes de alta calidad es dar las mismas oportunidades de aprendizaje a todos los estudiantes y tomar en cuenta las necesidades diferenciadas que estos tienen (Mena, Lissi, Alcalay & Milicic, 2012), entonces, los profesores tendrían la tarea de intentar distribuir de manera más equitativa estas oportunidades entre estudiantes hombres y mujeres.…”

Identifying a Gender‐inclusive Pedagogy from Maltese Teachers’ Personal Practical Knowledge

“…This was considered 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 Gray and Leith (2004): "teachers perceptions of gender differences can affect the way they interact and communicate with pupils" (p. 9). A similar argument is made by Murphy (1997) who states that: "the expectations of teachers have been found to have a direct impact on students' beliefs about their competence" (p.12).…”

“…Teachers are often positioned as "gender-neutral or always objective, negating the ways in which teachers' own values and beliefs enter into their constructions of gender relations" (Allard, 2004, p. 347). However, research suggests that: teachers perceptions of gender differences can affect the way they interact and communicate with pupils (Gray & Leith, 2004); teachers construct behaviour along gendered lines (Allard, 2004) and that teachers project social representations of gender F o r P e e r R e v i e w O n l y 2 onto boys and girls (Ivinson & Murphy, 2004). There is an inextricable link between the personal identity of the teacher and the professional, what the teacher does in practice (Connelly & Clandinin, 1990).…”

Teacher Gender and Student Performance in Mathematics. Evidence from Catalonia (Spain)

“…The reasons to support the first type of results relate to the fact that teachers might prefer teaching students of their own gender or that gender stereotypes may influence teacher evaluations of their students. In addition, teachers may act as role models for their students (see, among others, Carrington and Skelton, 2003;Gray and Leith, 2004;Holmlund and Sund, 2008). In regards to the second kind of results, students assigned to female teachers perform better since female teachers tend to be more supportive, provide a more positive classroom atmosphere, and tend to use a more student-oriented style of teaching stressing the importance of motivation (see Stake and Katz, 1982;Singer, 1996;Krieg, 2005;Nelson Laird, 2011).…”