Gender & Education: How Teachers Shape Our Experiences

How Teachers' Expectations and Interactions Can Influence Gendered Behaviour in the Classroom

Have you ever noticed how teachers sometimes treat boys and girls differently? This isn't always intentional, but these differences can impact how students learn and behave. Here's a look at how teacher expectations and interactions can influence gendered behaviour in the classroom:

1. The Pygmalion Effect:

This is the idea that our expectations of others can actually influence how they perform.
Imagine a teacher who believes boys are better at math than girls. They might unconsciously call on boys more often during math problems, give them more challenging tasks, and praise their successes more readily.
This, in turn, can lead boys to feel more confident and engaged in math, while girls may feel less so.
⭐Example: A teacher who calls on boys more during science class might accidentally create an environment where girls feel less comfortable participating.

2. Verbal and Non-Verbal Communication:

Teachers often use different language and communication styles with boys and girls.
⭐Example: A teacher might use more encouraging words like "good job" or "you're a star" with girls, while using more direct or challenging language with boys.
They might also engage in more physical contact with boys (like a pat on the back) than girls.
This can lead to girls feeling less valued and boys feeling more valued for their academic achievements.
The way teachers interact with different genders in the classroom can subtly reinforce traditional gender roles.

3. Classroom Activities and Curriculum:

The activities and curriculum chosen for a classroom can also perpetuate gender stereotypes.
⭐Example: A teacher might choose to read more stories about male superheroes than female ones. This can send a message that boys are more powerful and capable than girls.
Similarly, science experiments that focus on stereotypically male fields (like engineering) might discourage girls from pursuing those areas in the future.

4. Gendered Spaces:

The physical arrangement of the classroom can also influence gendered behaviour.
⭐Example: Boys might be encouraged to be more active and take up more space, while girls might be encouraged to be more quiet and sit neatly.
This can lead to boys feeling more comfortable expressing themselves in the classroom, while girls might feel more constrained.

The Impact of Gendered Behaviour in the Classroom:

These subtle differences in how teachers interact with boys and girls can have a significant impact on their academic achievement, self-esteem, and future aspirations.
Girls may be less likely to pursue careers in STEM fields (Science, Technology, Engineering, and Mathematics) if they are consistently told they are less capable than boys in those areas.
Boys may be less likely to develop emotional intelligence and empathy if they are encouraged to be more aggressive and less expressive.

Breaking the Cycle:

It's important for teachers to be aware of their own biases and how they might be influencing their interactions with students.
Teachers can work to create a more equitable classroom by:
⭐Calling on all students equally.
⭐Using inclusive language and activities.
⭐Challenging gender stereotypes.
⭐Creating a safe space for all students to express themselves.

By being mindful of their actions, teachers can help break down gender stereotypes and create a more inclusive and empowering learning environment for all.