From birth, society confines our behaviour within rigid gender lines: children are taught which colours, toys, games and books are for boys and which are for girls. The choices about what they play with and what they wear are made for children from a very young age and when the time comes for them to make their own choices, children have already learnt what is expected of them and will often behave accordingly.
Such gender stereotyping constrains people’s lives and underpins prejudice and discrimination. Raising awareness on this topic is one of the main aims to mark the International Day of the Girl Child that the United Nations has celebrated on 11 October since 2012. This year, the focus is on the power of the adolescent girl by reflecting on the achievements of the past 15 years while planning sustainable development goals for the next 15.
Addressing gender stereotypes
Gender stereotyping in education is considered a constant challenge. Research shows that gender stereotypes reproduced in schools include the perception that girls are caring, emotional, nurturing, helpful, dependent and considerate of others, and place the needs of others before their own. On the other hand, boys tend to be viewed as rational, logical, unemotional, independent and strong and are also expected to be outgoing, smart and naturally academically talented.
Research shows societal perceptions that the achievements of academically inclined girls are attributed to their hard work, whereas successful boys are considered naturally gifted. In contrast, under-achieving boy students are considered lazy, whereas under-achieving girls are regarded as not capable.
Society still perceives mathematics, science and technology as “boys’ subjects”, which results in fewer girls opting for these study areas. This is also reflected in the educational paths followed by students as they mature, such as in the courses taken in tertiary education. In fact, statistics for 2013-14 from the University of Malta show that, for instance, 32 women and 52 men graduated from the Faculty of Science and 32 women and 83 men from the Faculty of Information and Communication Technology. On the other hand, in the same period, 290 women and 76 men graduated from the Faculty of Education.
Challenging and addressing such gender stereotyping can have wide beneficial effects that improve the educational and life outcomes of all students. In this respect, schools can be instrumental in bringing about positive change. Children’s education should prepare them for a world in which such stereotyping need not govern their behaviour, leaving them free to pursue the lives they want without feeling that certain choices are expected of them.
Teachers can be agents of change by challenging stereotypical representations of gender at a young age. They can also highlight and endorse non-stereotypical expressions of gender whenever they occur – be it in books or other resources – by classroom interaction. Expressions of gender-limiting children’s behaviour or choices can also be challenged.
Raising awareness on gender stereotypes
Through training sessions for students, educators and parents, the National Commission for the Promotion of Equality (NCPE) raises awareness on the impact of gender stereotyping and empowers students to identify and overcome it. On the other hand, the sessions offered to educators and parents discuss the ways in which gender stereotyping can limit children’s aspirations and attainment. Such training is thus an opportunity for participants to reflect on their own beliefs, attitudes and behaviour and support equal opportunities.
Progress in this respect is being registered. However, much more needs to be done in order to ensure that girls and boys enjoy equal opportunities to realise their ambitions.
The NCPE can be contacted for further information on 2590 3850, [email protected] or on Facebook.
Ms Laiviera is the Commissioner for the Promotion of Equality