Aisling Corbett

Gender stereotypes can influence expectations regarding academic performance. For example, boys may face pressure to excel in subjects like PE because it is focused on sport and physical abilities, where as girls may be expected to excel in the arts because the students themselves have a view that the girls should be creative and the boys should be physical.
Gender stereotypes can shape students’ career aspirations. Stereotypes often reinforce traditional gender roles, leading boys to be encouraged towards careers in science, technology, engineering, and mathematics (STEM), while girls may be steered towards more nurturing professions or careers like nursing.
Gender stereotypes can influence social interactions and peer relationships within the school environment. Students may face pressure to conform to gender norms to fit in or avoid being marginalised. This can limit their ability to freely express themselves, pursue diverse friendships, and engage in activities outside the prescribed gender roles. This is a regular occurance in my school, the boys stick with the boys in groups and the same goes for the girls. Students who move outside of these expected friendship groups are often targeted by peers, leading to bullying behaviour.

Development education methodologies can explicitly promote gender equality as a core value. Development education methodologies can encourage critical thinking skills among children. Through inquiry-based learning and problem-solving activities, students are encouraged to question and challenge gender stereotypes. They can be taught to analyse and evaluate societal norms, gender roles, and expectations critically. This empowers children to develop their own perspectives and form well-informed opinions about gender equality. Development education methodologies often emphasise collaborative and inclusive learning environments. By promoting teamwork and cooperation among students, regardless of gender, children can learn from one another and develop mutual respect.

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