1.6 The role of the classroom in challenging stereotypes
The role of schools and classrooms are very important in addressing and challenging the gender stereotypes which children experience from birth. It can either be an environment where these stereotypes are reinforced, or one where children and young people are encouraged to challenge stereotypes and pursue interests based on their personalities and goals, not their gender.
The Attracting Diversity Project run by Robert Gordon’s University looked at the experience of Scottish School students.
Several pupils talked about the traditional roles held by their own family and how this shapes their decisions. “Your mum’s cooking supper and your dad’s out working and comes home, that’s what I think why girls pick Home Economics.”
It is felt that peers often negatively influence decision making. This was particularly evident amongst girls who reported people asking them: “Why do you take Physics? It’s hard, it’s for boys.”
References were made to the different interests and nature of boys and girls and how this impacts on subject choice: “Technological studies is for boys because it is physical”; “Biology is for girls because girls usually take the caring role”; “Chemistry is for boys because they like explosions, dangerous chemicals and acids”; “Home economics is for girls because they like sewing” (RGU Attracting Diversity Project Initial Findings).
FURTHER READING: The Institute of Physics report Opening Doors: A guide to good practice in countering gender stereotyping in schools [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] is a helpful resource about how schools can challenge gender stereotyping.
In your learning log note down any observations of how gender stereotypes operate in your classroom setting?
1.5 Who does gender stereotyping affect?