.png)
We all know that schools are major contexts for gender socialization. Children spend most of their time in schools from the age of five to eighteen. During this time, they interact with their peers a lot in school. At school, the teachers and peers that interact with the children can greatly impact gender differentiation. For instance, their peers are likely to observe gender roles that may exist in their family, and may try to abide by those ideas and create similar gender roles at school. Moreover, schools are also where children are first introduced to numerous other people; as a result, they are very likely to learn what they observe.
Furthermore, teachers are a source for learning about gender. Teachers may make statements or rules that stereotype genders, leading to the normalization of stereotypes and prejudices that act as a guide for the behaviours of young children. Young children have different interests, and schools may try to encourage a setting within gender similarities. Several teachers may play a role in endorsing these stereotypes; for example, a teacher might say physics is easier for boys than it is for girls. Another instance of enforcing these stereotypes would be showing preference to a specific gender when it comes to certain leadership roles. These behaviors may either be consciously or unconsciously obtained, and play a significant role in the teachers behavior in the classroom. In addition, teachers may use gender to label and organize students, making gender seem important. In a recent experiment, it was proven that teachers who categorized students based on gender had students who were more stereotypical of gender.
Peers can also significantly contribute to gender socialization. In school, children meet and converse with several peers who display traditional gender behaviour, which reinforces certain gender roles and stereotypes. Some schools are even characterized by gender segregation, which envisions a child’s future that is abiding by these stereotypes. Researchers have found that as the amount of time spent by children in playing with their same sex increases, the children become more gender stereotypical. Peers may also reinforce stereotypical statements to their classmates, such as saying that pink is for girls or that short hair is for boys.
Schools play a massive role in shaping a young child’s perspective on gender attitudes. Schools should educate children to bring a positive change in our society by challenging these gender stereotypes and shattering these gender roles.
References
Alber, Rebecca. “Gender Equity in the Classroom.” Edutopia, George Lucas Educational Foundation, 27 Jan. 2017, www.edutopia.org/blog/gender-equity-classroom-rebecca-alber.
“Gender: Early Socialization: The Role of Schools in the Early Socialization of Gender Differences.” Encyclopedia on Early Childhood Development, https://www.child-encyclopedia.com/gender-early-socialization/according-experts/role-schools-early-socialization-gender-differences
Sutton, Kelvin Seifert and Rosemary. “Educational Psychology.” Gender Differences in the Classroom | Educational Psychology, courses.lumenlearning.com/suny-educationalpsychology/chapter/gender-differences-in-the-classroom/.
Comments