GENDER STEREOTYPING IN EDUCATION

The society has a set of ideas on the expectations as to how men and women dress, behave, and present themselves in public. Accordingly, every society, ethnic group, and culture has gender role expectations, but this may vary from group to group. This leads to gender stereotyping, where an individual practices a specific attributes, characteristics, or even the roles that he/she has to take, by reason of membership in the social group.

Children in school are not spared from gender stereotyping, which limits their personal abilities and the choice they have to make in their respective lives. Having a generalized view or preconception on the roles that are ought to be possessed by or performed by women and men are wrongful especially when it results in a violation or violations of human rights and fundamental freedoms.

Stereotypes about gender can result to unequal and unfair treatment because of the widely accepted judgement about a person or group in the society. Hence, the school has a vital role in educating the students about the adverse effect this may bring about to the concerned individual.

Education is both a human right in itself and an indispensable means of realising other human rights. It is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. This right bridges the gap between the diversity in economic, social and cultural aspect among our students.

While gender stereotyping cannot be totally eliminated, with proper education by the teachers, somehow, this can be minimized. There is now an emerging need to reflect and focus in transforming attitudes, beliefs and behavioural patterns that impact gender relation not just in the family, but also in the community and more importantly in schools.

Classroom transactions have an important bearing on the personality of children. The methodology followed in delivering the content, related to various domains of knowledge, not only promotes learning and understanding but also overall personality of children. In the context of gender, engaging children in discussions, problem solving, multifarious activities and voicing their doubts and experiences are ways of breaking gender barriers related to caste, class, region and location. (Prof. Gouri Srivastava)

Therefore, gender inclusive activities may be planned considerably to accommodate the needs and interest of the various groups. It is in this manner by which we can empower them to become more creative and responsible individuals, acknowledging their unique qualities can certainly bring them in the mainstream and eventually be accepted not for who they are but for what and how they have made of themselves despite and inspite of their limitations and weaknesses as a person.

The author is Teacher

— oOo—

II at Bacolor Elementary School

- Proper