Teaching lads’ lads and girly-girls: why recognising and tackling gender stereotypes still matters in education

Abstract

Teachers’ representations of femininities and masculinities were examined to consider how their understandings of gender might impact upon the developing gender constructions of the children they teach. In interviews, teachers reflected on their gender construction in their personal lives as well as how this impacted on their displayed attitudes to gender within their pedagogy. Findings suggest that teachers made associations between femininity, nurture and physical appearance, and, in contrast, associated masculinity with physical strength, enjoyment of sport, and the role of financial provider. Although one might assume that gender stereotypes are dated and that contemporary British society has moved beyond such discourses, the data suggests that limiting binary gender stereotypes perpetuate, and with them the possibility that teachers might still be constraining their pupils' opportunities. Having reflected in this way, the teachers in this sample presented as more inclined to modify their practice for an increased focus on equality.