Gender stereotypes in school - by: Supriya Dudi

 

Gender stereotypes in school              

School practices

Gender stereotypes are sometimes hidden in school routines and practices.  Are girls assumed to be more helpful and asked to help tidy up? Are boys assumed to be stronger and asked to move furniture? Are policies on uniform, jewellery and make-up applied equally to all? Are boys and girls asked to line up separately, or do seating plans assume girls and boys never like to sit together or talk to each other?

"We were packing up and a girl went to put the boxes back in the cupboard but the teacher said ‘leave it, that’s a boy’s job, you go and pack the books."

 

Language

Language can be a very powerful tool in challenging – or reinforcing – gender stereotypes. Whilst a zero-tolerance approach is rightly taken to racist or homophobic language in schools, what is considered ‘low level’ sexist language or ‘banter’ is often tolerated in a way that overlooks the profound effects it can have.

"They’re general, everyday comments that people don’t pick out, or notice to be sexist."

Language that pupils hear around school, whether it’s from teachers, other staff, visitors or their own peers, can unintentionally reinforce gender stereotypes. Do adults address boys as ‘mate’ and girls as ‘sweetie’? use phrases such as ‘we need a strong man to open that’ or make assumptions about professions and roles – ‘I went to the doctor’ – ‘what did he say?’ or ‘make sure you ask Mummy to sign the form’. Even without sexist intent, language can perpetuate harmful ideas about what it means to be  ‘normal’ as a girl or a boy, and can reinforce that being a boy or a girl is the most important thing about them. 

"In school a teacher told me to man up when someone was bullying me".

Gender stereotypes attached to Indian society

India, the country where we worship Goddess Durga and Kali for the protection from evils, the same country with an average of 2,39,000 excess female dies each year under the age of five owing to neglect due to gender discrimination. Ironic! Girls in India are considered to be an economic burden in India. Despite the Pre-Conception and Pre-Natal Diagnostic Techniques Act,1994, India is the country with the highest  female Foeticides in the world, all thanks to the concepts of “Dowry”.

Girls are made to learn that “her husband’s house” is the place where she belongs. Whereas boys are told that they need to feed their ageing parents, they need to build a house and earn money so that a “beautiful” woman can marry him. The gender socialization in India is a thing that one cannot ignore. In family gathering, the females ought to serve food to men, while males ought to have “talks” about the economy and the important household decisions of the household.

When a child sees his father beating his mother, they set an example for their child, that men are mean to dominate, while females are bound to surrender.

When a child notices these types of family behaviours, he or she inculcates the behaviour and continues the family hereditary in the same way. He or she treats the other gender in the same way their family members were treated. Hence, in order to improve the child in this regard, the discriminatory roles should be interchanged. 

Mainer times, especially if you are driving in India, you must have heard “Gaadi ladki chala rhi hogi!”. The stereotype associated with women as a poor driver was broken by a report by Delhi traffic police authority, claiming that women drivers cause less than 2% of fatal road mishaps in accidents. Only 12 fatal accidents in Delhi were caused by women drivers against 724 by men.

However, as the generations are getting more educated, the perception is changing. The girls engaged in the service sector are quite prominent. But we cannot say the same for the business sector. The male is becoming accommodating to women employees and women family members. The women are moving forward to raise their voice and break the age-old shackles of myths. The family decisions are now based on the opinion of both the genders. Also, with the amendment of 2005 in the Hindu Succession Act, 1956   giving equal rights to daughters to inherit her father’s property, the women are given equal status to men, hence empowering them. Although this amendment attracted a lot of criticism, still this was a way forward to gender equality in Indian society.

What are the negative impacts of gender stereotypes?

 

Gender stereotypes shape self-perception, attitudes to relationships and influence participation in the world of work. In a school environment, they can affect a young person’s classroom experience, academic performance, subject choice and well-being. The assumptions we make about boys and girls may be conscious or unconscious and can result in students being treated differently or offered different opportunities based on their gender.

 

Gender stereotyping refers to the practice of ascribing to an individual woman or man specific attributes, characteristics, or roles by reason only of her or his membership in the social group of women or men.

Gender stereotyping is wrongful when it results in a violation or violations of human rights and fundamental freedoms.

Gender stereotypes have descriptive components, or beliefs about how males and females typically act, as well as prescriptive components, or beliefs about how males and females should act. For example, women are supposed to be nurturing and avoid dominance, and men are supposed to be agentic and avoid weakness.