Notes: Gender as a Social Construct | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

A society comprises males and females. The healthy society is an outcome of the proper  opportunities provided to both. When it is talked about the learning opportunities then  females are not given the due consideration. Gender biasness, gender stereotyping are  the common ill-practices in our society. We must come up with equal opportunities to  both the genders to create a strong and healthy society.

Evolution of Gender as a Social Construct

According to West and Zimmerman

"Gender is not a personal trait; it is an emergent feature of social situations both as an outcome of, and a rationale for, various social arrangements and as a means of legitimising one of the most fundamental divisions of society." - West and Zimmerman

Evolution of the Concept of Gender in Society

Gender was traditionally considered achieved and stable after being acquired in early childhood. Society typically relates to only two categories: male and female. These categories are often associated with specific ways of dressing, speaking, eating, walking, etc.

Women are usually seen as submissive, reserved, and well-behaved, while men are understood to be strong, active, and straightforward. These gender norms are socially constructed and often do not provide individuals with the choice to define their own identity within these categories.

Gender, Socialisation, and Education

Distinction Between Sex and Gender: Sex refers to biological distinctions between males and females, while gender refers to social distinctions between men and women developed by society.

Socialisation Causes Learning Culturally Defined Gender Roles: This is a crucial aspect of child socialisation at home, school, and in other settings. Boys and girls have different socialisation experiences, shaping their gender identity based on attitudes, values, and behaviors attributed to their gender.

Gender Roles, Stereotypes, and Discrimination

1. Gender Roles: Norms created by society where masculine roles are associated with strength, aggression, and dominance, while feminine roles are associated with passivity, nurturing, and subordination.
2. Gender Socialisation: Begins at birth and occurs through family, education, peer groups, and mass media.
3. Continuous Socialisation: Over time, individuals may perceive their gender roles as natural rather than socially constructed.
4. Attitudes and Expectations: Surrounding gender roles are based on stereotypes about attitudes, traits, or behavior patterns of men and women in society.
5. Gender Stereotypes: Form the basis of prejudiced beliefs that value males over females, leading to discrimination.
6. Gender Discrimination: Discrimination based on gender and the conditions that foster stereotypes of gender roles.
7. Stereotypes and Discrimination: Descriptive and prescriptive beliefs about how men and women 'should' behave.
8. Occupational Sexism: Discriminatory practices in the workplace based on gender.
9. Discrimination Against Women: Includes violence against women such as sexual assault, domestic violence, and sexual slavery.

Gender Biases Prevailing in Curriculum and Pedagogy and their Effects

Main Points of Gender Biases in Curriculum

1. Gender Bias in the Classroom:This occurs when teachers have certain expectations about behavior, abilities, or preferences of students based on their gender.

   For instance, teachers may expect boys to be boisterous and academically able but socially uncommunicative, while girls are expected to be quiet, polite, and excel in reading, languages, and the arts.

2. Children not Matching Role Stereotypes Suffer:Strong gender role stereotypes for masculinity and femininity can cause problems for students who do not match them.

   Girls who present discipline problems or boys who are quiet and studious may face lack of understanding from both peers and teachers.

3. Impact of Gender Bias:Gender bias affects students' attitudes towards learning.

   Girls may attribute their success to hard work rather than innate talent, while boys may be encouraged to believe that success in subjects like Science and Mathematics comes naturally to them.

4. Teachers’ Expectations:Teachers generally have lower expectations for girls’ academic success compared to boys.

   They may show this through the type and quality of student-teacher interactions, focusing more on appearance when commenting on girls' work, and on content when commenting on boys' work.

5. Discrimination Against Girls:Girls often receive less constructive criticism and attention from teachers compared to boys.

   They are asked easier questions, have fewer opportunities to engage in classroom discussions, use equipment, or assert their knowledge.

Gender Stereotypes in Curriculum

In formal education, it is important to differentiate between the formal curriculum, which consists of academic subjects, and the hidden curriculum, which includes the values, attitudes, and norms implicitly conveyed to students through teachers' actions and school structures.

When the hidden curriculum reinforces gender-specific norms and is combined with other biases, it leads to what is known as a gendered regime in schools. This can reinforce traditional gender roles in several ways:

• In primary schools, where most teachers are women, children may develop the perception that caregiving and teaching young students are primarily female roles. However, this may also contribute to girls excelling in reading skills compared to boys.
• In secondary schools, men are disproportionately represented in higher teaching positions, while women are more often found in subordinate roles such as school cleaners or cafeteria staff.
• Historically, many teachers have reinforced traditional gender roles by praising boys for "masculine" traits and girls for "feminine" qualities.
• Gendered tasks in schools further reinforce stereotypes, such as boys being assigned to move furniture while girls serve coffee at parent meetings.
• School uniform policies often emphasize gender differences. For instance, girls were traditionally not allowed to wear trousers, despite them being more practical for school activities.
• Double standards regarding sexual behavior persist, where men are praised for being sexually active, while women face negative judgment for the same behavior.

A gender-biased hidden curriculum fosters discrimination and creates an unequal educational experience for boys and girls. Addressing these biases is essential to promoting fairness and gender equality in education.

Education as a Method for Reducing Gender Bias

Teachers can take several steps to foster a gender-inclusive and fair learning environment for all students:

1. Improving Attitudes and Behavior

   • Provide equal opportunities for both girls and boys to express their thoughts.
   • Avoid responding more quickly or favorably to one gender over another.
   • Discuss gender issues with students and involve them in finding solutions to gender-related challenges.
   • Use gender-neutral language in classroom communication.
   • Modify traditional children's songs, rhymes, and activities to include characters of both genders.

2. Creating an Inclusive Environment

   • Incorporate gender-neutral career-related puzzles and images that portray women in leadership roles, physically strong positions, and non-traditional careers such as sports, science, and mechanics.
   • Represent men and boys expressing emotions beyond anger, engaging in domestic responsibilities, caregiving, and pursuing careers like nursing, cooking, and dancing.

3. Expanding Learning Activities

   • Observe how children’s activity choices are influenced by gender norms and introduce diverse groupings during play and free time.
   • Ensure all children share responsibilities equally in classroom tasks, promoting non-gendered routines and experiences.

4. Encouraging Positive Habits

   • Allow children to explore their ideas about gender identity and fairness.
   • Teach them to address others with respect, avoiding gender-based discrimination or stereotypes.
   • Recognize and appreciate students who stand up against gender bias.

5. Empowering and Supporting Girls

   • Celebrate and strengthen girls’ sense of identity.
   • Respect and acknowledge girls as key contributors to society.
   • Connect them with supportive role models and mentors.
   • Encourage their participation, success, and aspirations, empowering them to achieve their goals.

By implementing these measures, teachers can contribute to creating a more inclusive and gender-equitable educational experience for all students.

Gender-Responsive Pedagogy

• Pedagogy refers to all aspects of teaching and learning, including what is taught, how it is delivered, and how students learn. Gender-responsive pedagogy ensures that teaching and learning processes address the unique needs of both girls and boys. It encourages teachers to adopt a gender-sensitive approach in lesson planning, teaching methods, classroom management, and performance evaluation.
• For instance, practical science lessons are engaging, but teachers often overlook gender-specific needs when planning them. Some girls, due to cultural and social conditioning, may feel uncomfortable handling certain animals or insects. Instead of addressing these concerns supportively, they may be criticized or ridiculed.
• Additionally, teachers may unintentionally use language that reinforces negative gender stereotypes. Their words, tone, or expressions may imply that girls are less capable than boys or that academic success is less important for them because they are expected to marry.
• Furthermore, teaching materials are not always examined for gender bias. Many books and resources depict men in leadership roles while portraying women in subordinate or supportive positions, reinforcing the belief that men are superior to women. Gender-responsive pedagogy aims to eliminate such biases and create an inclusive learning environment for all students.

Education: A Tool for Gender Equality or a Reflection of a Gendered Society

• The primary goal of education should be to foster equality between men and women, ensuring that there is no discrimination against women and that they have equal access to education and employment opportunities.
• However, in many societies, the reality is quite different. Many young girls are denied education and are instead confined to household responsibilities. From an early age, they are conditioned to believe that their primary role is to marry, raise children, and follow their husband's instructions.
• This mindset must change. Girls should be encouraged to pursue education and given the same opportunities as boys. They should also be empowered to become financially independent.
• Achieving gender equality in society is only possible when education becomes a tool for empowerment rather than a reinforcement of traditional gender roles.