Gendered (unconscious) behaviour in education

Gendered (unconscious) behaviour in education

Mizala et al. (2023) point to some of the main factors associated with education that contribute to gender gaps in STEM careers aspirations:

• Teachers' gendered expectations can affect students' academic progress.
• Textbooks and classroom materials can convey gender stereotypes.
• Teacher-student interactions in the classroom can be gender biased.
• Gender stereotypes affect academic performance in different fields.
• Gender differences in risk-aversion, willingness to compete, and self-confidence can lead to gender gaps in competitive tests.
• Gender stereotypes can occupy mental resources needed for cognitive tests.
• Test designs are not gender neutral.
• Traditional gender segregation across fields of study.
• Teachers and the school environments at high school are crucial in shaping college-major preferences.

Gender occurs within the very functioning of the school and of the education system as an institution where a critical gender analysis has been notably absent (Monteiro et al., 2017).

School environments are influenced by a broad set of practices that can either reinforce or challenge gender stereotypes. Such practices extend beyond textbooks and lectures, encompassing learning strategies, activities, support services, and even parental and community engagement. E.g. a school dominated by male STEM teachers or administrators sends a message that these fields are not welcoming to women. Sexist prejudices, gender stereotypes and power asymmetries deeply embedded in the collective unconscious, directly give rise to discriminatory practices. These set up a system where gender violence and harassment can be manifested and recognised, also in schools.

That is why schools must develop and implement concrete policies, plans, internal regulations, services and monitoring tools to identify and combat such gender inequalities and discriminatory manifestations. Physical spaces’ aspects are also very important. E.g. displaying posters or murals featuring predominantly male scientists, or inventors can create the impression that STEM fields are primarily for boys.