Gender stereotypes in the UK primary schools: student and teacher perceptions

Gilchrist, E. and Zhang, K. C. (2022) Gender stereotypes in the UK primary schools: student and teacher perceptions. International Journal of Educational Reform, (doi: 10.1177/10567879221114889) (Early Online Publication)

Abstract

Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.

• Item Type: Articles
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Zhang, Dr Kaili
• Authors: Gilchrist, E., and Zhang, K. C.
• College/School: College of Social Sciences > School of Education
• Journal Name: International Journal of Educational Reform
• Publisher: SAGE Publications
• ISSN: 1056-7879
• Published Online: 19 July 2022
• Copyright Holders: Copyright © The Author(s) 2022
• First Published: First published in International Journal of Educational Reform 2022
• Publisher Policy: Reproduced in accordance with the publisher copyright policy