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

Formal Curriculum vs. Hidden Curriculum

It is important to distinguish between the formal curriculum of individual academic subjects and the Hidden Curriculum, which consists of values, attitudes, and norms implicitly conveyed to pupils through teachers' actions and school organizational processes. When the Hidden Curriculum operates in a gender-specific manner and combines with other factors, it can create what is sometimes referred to as a Gendered Regime.

Ways in which the Hidden Curriculum Reinforces Gender Roles:

1. Primary School: The majority of teachers being women may reinforce the idea that women are especially suited to caregiving and teaching roles. This can influence girls positively with their reading skills.
2. Mixed Secondary Schools: Men are over-represented and women under-represented in higher teaching scales. Women are often employed in subordinate positions like dinner ladies and school cleaners.
3. Traditional Gender Roles: In the past, teachers tended to support traditional gender roles by praising girls and boys for conforming to 'feminine' and 'masculine' qualities respectively.
4. Gender-Specific School Rules: Differences in boys' and girls' school uniform rules emphasize gender differences, such as girls not being allowed to wear trousers.
5. Double Standards: There are double standards related to sexual activity, where it is encouraged in men but frowned upon in women, leading to different social perceptions.

Gender-biased hidden curriculum causes discrimination, resulting in an unfair difference in education for boys and girls.

Education as a Method for Reducing Gender Bias

1. Improving Teachers' Attitudes and Behavior:

   • Provide equal opportunities for both girls and boys.
   • Avoid responding more quickly to children of one gender than another.
   • Discuss gender issues and involve children in solving gender-related problems.
   • Use gender-neutral language and change traditional children’s music, rhymes, and finger plays to include characters of both genders.

2. Changing the Environment to Reflect Classroom Diversity:

   Include gender-neutral career puzzles with images of women in non-stereotypical roles and depict boys and men in various emotional states and domestic tasks.

3. Arranging a Broader Range of Activities:

   Observe and vary groupings during free time or play time to prevent gender-based influence on children’s choices. Ensure all children have equal responsibility in assigned jobs.

4. Helping Children to Develop Good Habits:

   Let children explore their ideas about gender identity and fairness. Teach them how to address others respectfully regarding their gender and honor them for standing up against gender bias.

5. Creating Programs to Give Girls Respect:

   Celebrate girls’ strong identities, respect their central role in society, connect them with caring adults, ensure their participation and success, and empower them to achieve their dreams.

Gender Stereotypes in Curriculum

Formal Curriculum vs. Hidden Curriculum

It is important to distinguish between the formal curriculum of individual academic subjects and the Hidden Curriculum, which consists of values, attitudes, and norms implicitly conveyed to pupils through teachers' actions and school organizational processes. When the Hidden Curriculum operates in a gender-specific manner and combines with other factors, it can create what is sometimes referred to as a Gendered Regime.

Ways in which the Hidden Curriculum Reinforces Gender Roles:

• Primary School: The majority of teachers being women may reinforce the idea that women are especially suited to caregiving and teaching roles. This can influence girls positively with their reading skills.
• Mixed Secondary Schools: Men are over-represented and women under-represented in higher teaching scales. Women are often employed in subordinate positions like dinner ladies and school cleaners.
• Traditional Gender Roles: In the past, teachers tended to support traditional gender roles by praising girls and boys for conforming to 'feminine' and 'masculine' qualities respectively.
• Gender-Specific School Rules: Differences in boys' and girls' school uniform rules emphasize gender differences, such as girls not being allowed to wear trousers.
• Double Standards: There are double standards related to sexual activity, where it is encouraged in men but frowned upon in women, leading to different social perceptions.

Effects of Gender-Biased Hidden Curriculum:

Gender-biased hidden curriculum causes discrimination, resulting in an unfair difference in education for boys and girls.

Education as a Method for Reducing Gender Bias

Improving Teachers' Attitudes and Behavior:

• Provide equal opportunities for both girls and boys.
• Avoid responding more quickly to children of one gender than another.
• Discuss gender issues and involve children in solving gender-related problems.
• Use gender-neutral language and change traditional children’s music, rhymes, and finger plays to include characters of both genders.

Changing the Environment to Reflect Classroom Diversity:

• Include gender-neutral career puzzles with images of women in non-stereotypical roles and depict boys and men in various emotional states and domestic tasks.

Arranging a Broader Range of Activities:

• Observe and vary groupings during free time or play time to prevent gender-based influence on children’s choices. Ensure all children have equal responsibility in assigned jobs.

Helping Children to Develop Good Habits:

• Let children explore their ideas about gender identity and fairness. Teach them how to address others respectfully regarding their gender and honor them for standing up against gender bias.

Creating Programs to Give Girls Respect:

• Celebrate girls’ strong identities, respect their central role in society, connect them with caring adults, ensure their participation and success, and empower them to achieve their dreams.