Skip to main content. Download a course guide Request a call-back Leave your details and we will call you back with information on your preferred program. Fees Units of study Entry requirements Online structure. First Name. Last Name. Are you a qualified teacher Are you a qualified teacher? Yes No. Next Step 1 2 3 All fields required. Reason for enquiry — Select one — Researching options Looking for more information Need advice or assistance Ready to enrol Other.
Relevant work experience — Select one — Less than 5 years Between 5 - 9 years More than 10 years. Download 1 2 3 All fields required. Gender discrimination in education influences the subject choices students make Persistent stereotypes around the relative ability of girls and boys in school have a direct impact on the type of subjects that students pursue.
Careers are shaped by gender disparity in education Gender discrimination in education leads to female underrepresentation across many sectors worldwide — from health and aviation to politics. Gender differences also occur in the realm of classroom behavior. This difference can also be stated in terms of what teachers overlook: with girls, they tend to overlook behavior that is not appropriate, but with boys they tend to overlook behavior that is appropriate. At first glance, the gender differences in interaction can seem discouraging and critical of teachers because they imply that teachers as a group are biased about gender.
But this conclusion is too simplistic for a couple of reasons. One is that like all differences between groups, interaction patterns are trends, and as such they hide a lot of variation within them. The other is that the trends suggest what often tends in fact to happen, not what can in fact happen if a teacher consciously sets about to avoid interaction patterns like the ones I have described.
Fortunately for us all, teaching does not need to be unthinking; we have choices that we can make, even during a busy class! Basow, S. Braddock, J. Sociological Spectrum, 25 2 , — Davies, J. Discourse and Society, 14 2 , — Erden, F.
Early Child Development and Care, 1 , 3— Espelage, D. Bullying in American schools: A socio-ecological perspective on prevention and intervention. Mahwah, NJ: Erlbaum. Delamont, S. Brookfield, MA: Avebury Publishers. Freeman, D. Trends in educational equity of girls and women.
Washington, D. Golombok, S. Gender development. Teach her to narrow down and highlight the important parts of her essay. How do teachers relate to the students? Get the best of ParentMap delivered right to your inbox. Sections x. Safe Sleep Practices for Babies. When to Take Your Baby to the Dentist.
How gender affects learning. Only teachers who know how to counteract existing gender stereotypes in their teaching and also believe that they are capable of changing gender differences will promote change. Of course, secondary schools are not the only educational context where gender stereotypes are maintained.
Interventions to promote gender equality must consider the peculiarities of different stages of human development and educational contexts. Preschool teachers were found to project gender stereotypes about play onto their students Lynch, which can result in gender-typed toy preferences in children. Gender-typed toy play in turn leads to the promotion of gender-typed skills, with girls practicing communal roles and boys practicing agentic roles Li and Wong, The pilot study showed that teachers voluntarily participating in REFLECT were less sexist and had already applied better teaching methods than the average teacher in the control group.
Therefore, implementing reflective coeducation in general teacher education could contribute to achieving gender equity in education even more than training programs that reach primarily teachers who are already sensitized to issues of gender equality.
However, transferring insights from research to policy and society is not trivial Schober et al. Spiel et al. However, even after successful piloting, the contents of the training program were not implemented in general teacher education.
This shows the challenges involved in linking the systems of politics and science that still have to be overcome. The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements.
MK and M-TS prepared the draft manuscript. All authors contributed meaningfully to the manuscript and approved the final version of the manuscript for submission. The publication of this article was supported by the open access funding provided by University of Vienna. The development and piloting of the training program for preschool teachers mentioned in the Discussion section was funded by the Austrian federal ministry for Family and Youth.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Ashmore, R. Sex stereotypes and implicit personality theory: toward a cognitive - social psychological conceptualization. Sex Roles 5, — Bandura, A. New York, NY: Freeman. Google Scholar. Boniol, M. Geneva: World Health Organization.
Bransford, J. Nix and R. Brinkman, B. Teaching children fairness: decreasing gender prejudice among children. Issues Public Policy 11, 61— Bussey, K. Social cognitive theory of gender development and differentiation.
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Eckes, T. European Commission Brussels: European Commission. Evans, E. Gender differences in interest and knowledge acquisition: the United States, Taiwan and Japan. Sex Roles 47, — Faulstich-Wieland, H. Bracht and D. Keiner Bern: Peter Lang , — Fennema, E.
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