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ASSIGNMENT
Reflect on how gender stereotypes might affect your students already at a young age. Describe a scenario you’ve seen in the classroom where gender stereotypes are present and post a reflection (150 words minimum) in this forum as a reply to this post, on how development education methodologies could help combat these stereotypes.
Please also comment on at least one other participant’s post.
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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In my classroom, I’ve observed instances where gender stereotypes subtly influence student interactions. One notable scenario was during a group activity where students were assigned roles for a science project. Immediately, some boys gravitated towards tasks involving building and engineering, while girls often took on roles perceived as nurturing or administrative, such as note-taking or organizing materials. These tendencies reflect ingrained societal expectations about gender roles, even among young children. incorporating project-based learning that encourages mixed-gender teams to collaborate on diverse tasks can break down stereotypes by showcasing each individual’s unique skills and interests, regardless of gender. Additionally, using diverse resources and examples that highlight achievements of women and men in various fields can broaden students’ perspectives and challenge stereotypes.
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Hi Colin this is a very interesting observation from a mixed class perspective. It definitely echoes societal expectations of a specific gender. When I was in secondary school it was very obvious what subjects were encouraged for boys and girls- home economics was timetabled against wood work so you could only pick one or the other and not try both.
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I have seen how gender stereotypes affect children in many ways. On one occasion, when distributing stickers to the children, one boy asked for the pink sticker and said it was his favourite colour. A few children gasped and said you can’t like pink, that’s a girl’s colour. The child looked so ashamed. I tried to explain that anyone can like any colour and there are no specific girl or boy colours but it had an effect on his confidence and he never asked for a pink sticker again. I should have carried on to do lessons on gender stereotypes. In future, I will start with the development education lessons so that children don’t pass on gender stereotypes.
I also think it is very obvious during play or Aistear, when boys tend not to play with the kitchen or the doll’s house but it is apparent that they really want to. I think the lessons provided in this module could dispel these stereotypes early on. -
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I have come across gender stereotypes on many occassions in classes of all different ages. At infant level for example I have seen children gravitate towards toys they think they should be playing with according to their gender when there is no guidance to play with anything in particular. I have often heard comments towards different toys as well ”That’s a girl’s toy” which makes children rethink their choice for fear of being different or the odd one out and not actually play with what they want to play with. These comments can affect children’s confidence and can steer them away from activites they may be skilled at. I have also noticed it during role-plays or drama when the children have to take on character roles. There can be a negative implication to a girl getting a boy’s character and vice versa, nearly suggesting a girl shouldn’t be associating with how a boy acts or feels. If development education is introduced and highlighted to the children at a young age it might combat these ‘norms’ and give children more freedom around play and being able to associate with the opposite gender better.
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I agree, and no matter how hard we try, it is very hard to break a gender stereotype. For example I bought my first child all wooden gender neutral toys , this is all she had till she was about 3. We then went to Smyths and she instantly gravitated towards the barbies and colourful toys!! We cannot control the situation just provide opportunities for lots of play to suit different styles, tastes, likes etc
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I can relate Orla. My first born is a girl and I was very careful in chosing toys for her. By the time my son came along there was a huge choice of neutral toys yet he still managed to find an ornamental car in his grandparents house and ‘vroom’ it along. He has always been drawn to vehicles and superheroes!
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Hi Orlaith, I totally agree that it is important to introduce development education from a young age as it not only helps in bringing awareness about issues at a global level, but also to highlight to the children that these issues occur in our everyday lives too like gender stereotyping. We need to increase awareness and understanding of the barriers faced by many girls, especially in developing countries where poverty and unequal opportunities are prevalent. Teaching about the negative impacts gender stereotyping has one’s future in relation to career choices and self-esteem should develop empathy from an early age.
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I completely agree with your observations on gender stereotypes in classrooms across different age groups. It’s disheartening to see children align based on what they believe are gender-appropriate toys and activities, often influenced by societal norms rather than their genuine interests. Gender stereotyping comments not only undermine children’s confidence but also limit their potential by steering them away from activities they might excel in.
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Gender stereotypes can significantly impact primary school students, influencing their interests, self-esteem, and academic choices. For instance, I observed a scenario where boys dominated the construction play area while girls were steered towards the dress-up corner. This division not only limited the children’s experiences but also reinforced traditional gender roles.
Development Education (DE) methodologies can combat these stereotypes by promoting equality and diversity in the classroom. For example, DE encourages using diverse role models in teaching materials, showing men and women in non-traditional roles. Implementing mixed-gender group projects allows students to collaborate and appreciate each other’s strengths, irrespective of gender.
Incorporating DE into School Self-Evaluation (SSE) involves setting specific goals for gender equality and monitoring progress through classroom observations and student feedback. By reflecting on these insights, schools can continuously improve their practices, ensuring a more inclusive environment. DE thus not only addresses gender stereotypes but also enriches the overall educational experience, fostering a culture of equality and respect from a young age.
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Hi Andrew,
Thank you for your post here. I really like the point you have made around Development Education using diverse role models to challenge stereotypes and inequalities related to a wide variety of issues. Like earlier posters have said, female sports stars gaining prominence in recent years has helped to break down barriers and increase participation in women’s sport.
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It’s sad to say but I have also experienced this as young as infants. During aistear role play the girls would often assume tasks traditionally associated with women like caring for babies or cooking whilst the boys generally veered towards the tools and building. To counteract this I would sometimes assign roles to shake things up a bit!
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As a teacher of infants, I have often noticed children falling into gender stereotypes during play, such as girls being told, “you’re the mummy, so you can make the dinner,” and boys always opting to be the builder or soldier. However, I have been teaching in Special Education for a number of years and a wonderful observation in an autism class was a boy dressing in a long dress each day so he could look as fancy as his girl peer who loved to dress up.
Development Education teaching can create a more inclusive environment that empowers all children to explore their interests and identities freely. It is so important that every child feels welcome, supported and valued in their classroom. -
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Reflecting on gender stereotypes in the classroom, I’ve observed how these biases can limit students’ potential from a young age. For instance, during a class project on future careers, I noticed boys gravitating towards roles like engineers and firefighters, while girls chose traditionally ‘feminine’ roles such as nurses and teachers. When a girl expressed interest in becoming a scientist, a few classmates remarked that it was a “boy’s job.” This scenario highlighted the deep-rooted stereotypes affecting their perceptions and choices.
Development education (DE) methodologies can play a crucial role in combating these stereotypes. By incorporating DE, we can introduce students to diverse role models from various genders excelling in non-traditional roles. Activities such as storytelling, where stories feature characters breaking gender norms, can challenge and reshape their perceptions. Engaging students in discussions about equity and encouraging them to question stereotypes fosters critical thinking.
Group projects can also be structured to ensure mixed-gender collaboration, allowing students to appreciate different perspectives and skills regardless of gender. Additionally, inviting guest speakers from diverse backgrounds to talk about their careers and experiences can broaden students’ horizons.
Through these DE methodologies, we can create an inclusive classroom environment that promotes gender equality and empowers all students to pursue their interests and aspirations freely, unhindered by stereotypes.
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I really like your idea on inviting guest speakers from diverse backgrounds to talk about their careers and experience. There is some truth in the saying “if you can see it, you can be it.” When I was a student I volunteered with a programme in schools in Belfast where many students had never had the opportunity to meet with people who had gone to third level. They didn’t typically consider university as an option for them. Same could apply to different career roles. It could help de-myth roles as being for one gender or another.
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Unfortunately most of the infants come to school with the idea of what toy is a boys or a girls. We need to start gender education at home aswell as in school. I remember visiting a house where my friend was putting on her makeup and her toddler was using a compact to imitate what his mother was doing. As he put powder on our faces and his own his dad walked in and said “makeup is only for girls”, to which the toddler lowered his head. This came from a teacher and to this day still annoys me.
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Hi Colin,
I also notice this quite a bit in the classroom – assigning a task and then the boys and girls taking on very different roles! During free-play too I notice that a lot of the boys gravitate towards the Lego and the construction activities while many of the girls gravitate towards the dolls, dolls-houses, prams etc It never ceases to amaze me and I do wonder how much of this stems from nature versus nurture!
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Hopefully in our role as teachers we can do what we can to facilitate and empower beliefs in the children around gender equality.
Through these Development Education (DE) methodologies, we can create an inclusive classroom environment that promotes gender equality and empowers all students to pursue their interests and aspirations freely, unhindered by stereotypes.
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Gender stereotypes can shape children’s self-perception and self-esteem. If girls consistently see women depicted in nurturing and supportive roles, they might feel that these are the only acceptable roles for them. Also, boys might feel pressured to pursue careers that are seen as traditionally masculine, even if they have interests elsewhere. Stereotypes about gender and academic abilities can also impact performance. For example, the stereotype that boys are better at math and science can lead to girls having lower confidence in these subjects, which can affect their performance and interest in pursuing STEM fields.
As a teacher I try my best to introduce children to a diverse range of role models various professions, regardless of gender. This can help break down stereotypes and show children that they can pursue any career they are interested in. I also try to ensure that the curriculum includes stories, examples, and activities that challenge traditional gender roles. For example, include stories about female scientists and male nurses to provide a more balanced view. Ideally I would like to teach children to question and critically analyze stereotypes. I would encourage discussions about why certain professions are associated with a particular gender and explore the historical and cultural reasons behind these associations.
Finally I make sure to foster an inclusive classroom environment where all children feel valued and capable of pursuing their interests, regardless of gender. This includes using gender-neutral language and avoiding making assumptions about children’s abilities or interests based on their gender. -
Stereotypes about academic abilities certainly impact performance. As a teacher, I introduce diverse role models, challenge traditional roles, and foster discussions about stereotypes. Creating an inclusive environment where all children feel valued, using gender-neutral language, is very important.
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From Junior Infants right up to 6th Class I believe that gender stereotypes can be very evident in our schools. From younger children playing with separate ‘boys’ and ‘girls’ toys to older children playing separate ‘girls’ and ‘boys’ games on yard – eg. Boys playing soccer and girls playing volleyball. I believe that Aistear and how this is facilitated can have a very positive impact on younger children and challenge their beliefs on gender stereotypes. A situation that I have often seen in the classroom and throughout the school is asking for ‘strong boys’ to do jobs that involve lifting things, moving tables and chairs etc. As teachers, and often without meaning to, we an play into these gender stereotypes, so it is vital that we are self-aware and discourage things that enable these stereotypes. To teach about gender inequality I would use a lot of discussion based activities to challenge children’s thoughts. I would also use the fantastic lessons outlined in this module.
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I have witnessed many gender stereotypes in my classroom. Particularly during free play as many other teachers have mentioned. The boys in the class often gravitate towards Lego and cars. The girls play with dolls and the Barbie Dream House in my class. I have often heard boys making comments when a boy decides to play with the dolls and the girls. This is happening in Junior Infants. Children are coming to school with these stereotypes already formed. This can really affect the confidence of children who want to play with everyone and every toy. In my classroom, when I noticed this at the start of the year, we spoke about gender stereotypes. I don’t think it is ever too young to start. I used the Plan International resources and they really helped.
As a teacher, it is our role to set a positive example and to ensure that we are not perpetuating any stereotypes in the classroom, e.g. assigning certain jobs to certain children or the language of praise we use.
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Gender stereotypes might affect students already at a young age from many ways. Books, stories, textbooks, tv programmes and other educational materials might reflect and perpetuate gender stereotypes. For example, stories and examples in textbooks might portray men in active, adventurous roles and women in passive, supportive roles.
From a young age, play might have shaped children’s gender stereotypes. Boys might be steered towards physical play and construction toys, while girls might be directed towards dolls and play kitchens.
Parents/teachers might unconsciously hold different expectations for boys and girls. For instance, they might expect boys to preform well in math and PE while expecting girls to do better in subjects like drama and art.
An example of gender stereotypes that’s often present in school is boys playing soccer on yard and girls playing basketball.
Addressing these stereotypes involves awareness and deliberate action by us as teachers to promote an inclusive and equitable learning environment. This includes using gender-neutral language, ensuring equal participation opportunities, providing diverse role models, and challenging stereotypes through curriculum and classroom practices.
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Shona, I agree that gender stereotypes are often very evident through books, tv programmes etc so they’re already ingrained either consciously or subcounsciously in the children’s minds. I agree that as teachers we need to be deliberate in our actions and words to promote a gender equal and inclusive learning environment.
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Hi Shona, I agree with the gender stereotypes in PE . I know from experience that having a female past pupil in to coach football skills as part of her work experience in our school, had a huge influence on all our boys and girls . Similarly, getting outside sports agencies that provide both male and female coaches into the school to coach skills in basketball, cricket, tag rugby, GAA, cycle safety can has a have such a positive influence on gender stereotypes and something that we as schools need to be aware of. I know in our local GAA club they often get members of the Senior ladies football and camogie team to coach a training session to the underage boys and girls teams. I think that schools could also embrace this opportunity.
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Hi Shona,
I totally agree with your mentioned points above. Gender stereotypes are definitely present in my current school. I observed the junior children mix and play happily with one another whilst as the children become more aware of themselves in older classes you can see a divide becoming apparent.
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In a classroom scenario, I observed during a group activity where students were asked to build a structure using blocks, I noticed that boys were often encouraged to take on leadership roles and make decisions for the group, while girls were subtly guided towards more passive roles like organizing materials or cleaning up. This reinforcement of traditional gender roles can limit the opportunities for girls to develop leadership skills and assertiveness, perpetuating stereotypes that may affect their confidence and self-perception. Reflecting on this observation, it is crucial to be mindful of how gender stereotypes can shape students’ behaviours and expectations of themselves and others from a young age. As educators, we have a responsibility to create an inclusive and equitable learning environment that challenges these stereotypes and empowers all students to explore their full potential without limitations based on gender. By fostering a culture of respect and equality in the classroom, we can help students break free from societal norms and embrace their unique abilities and interests.
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Your observation highlights how traditional gender roles can be unconsciously reinforced in classrooms. Boys often take on leadership roles while girls are guided to more passive tasks, limiting their development of leadership skills and confidence. As educators, we must challenge these norms by rotating roles and ensuring all students experience a range of responsibilities..
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Hi Enda,
Thank you for your post. It is interesting that you have chosen the topic of ‘construction’ within play in your post. Irish female students typically perform worse than their male counterparts in ‘shape and space’ testing across PISA, TIMMS, NAMER, etc. This trend is common internationally and Douglas Clements points to the fact that traditionally boys will be concerned with the construction of the object, whereas girls will be considering areas for them to engage in imaginative play within the structure.
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Gender stereotypes can have a huge impact on students at a young age. It can influence the thoughts and in turn ambitions of young children.
An example of gender stereotyping I have seen in 4th class was in one of the first PE lessons of the year. A boy asked me during a game, “do girls get double points for a score”. I questioned this notion and it led to a number of boys expressing their views that boys were naturally better at sport. After some questioning, I found that giving girls extra points for scores was a common theme in summer camps and other PE lessons. This could easily impact girls’ confidence and ambitions in sport.
Open discussions are one way to combat gender stereotypes. When we engage students in conversations about gender roles and stereotypes, we empower them to recognize that societal expectations should not restrict their potential. Broadening their horizons, we can introduce diverse role models and narratives that defy traditional gender norms.
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Hi Enda, I found it very interesting that the boys were stereotypically the leaders and girls subtly directly to other roles. I teach in a boys school so I don’t have any experience teaching in a mixed school. In our school, we try and strive to break down stereotypes around gender but it a constant challenge to find ways to counteract this as it is engrained in society.
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I completely agree. As educators, it’s essential to challenge these stereotypes actively. We can encourage all students to take on diverse roles and responsibilities, promoting leadership and collaboration regardless of gender. By being mindful of our own biases and creating equitable opportunities, we help all students develop confidence and explore their full potential without limitations
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Gender stereotypes can significantly impact children in school, shaping their self-perception, academic interests, and social interactions. These stereotypes often dictate what is considered appropriate behavior or suitable subjects for boys and girls, limiting their potential and reinforcing traditional gender roles.
I recall a scenario where students being put in mixed-gender groups of 9 for a sporting event, with a combination of 5 girls-4 boys or 5 boys-4 girls being permissible. However, the presumption in the classroom was that it was supposedly obvious that the combination would be 5 boys-4 girls as boys were better at sport, thus reinforcing yet another harmful gender stereotype.
Development education methodologies can help combat these stereotypes by promoting inclusivity and challenging traditional gender roles. By integrating discussions on gender equality and providing diverse role models, Development Education can broaden students’ perspectives and inspire them to pursue their interests regardless of gender. Collaborative projects that emphasize teamwork and diverse contributions can also help break down gender barriers.
In practice, this could involve ensuring equal participation in all activities, using gender-neutral language, and highlighting achievements of individuals from all genders in various fields. Open-ended lessons on gender equality can encourage students to question stereotypes and develop a more inclusive mindset. By fostering an environment where all students feel valued and capable, Development Education can play a crucial role in diminishing the impact of gender stereotypes in education.
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As a teacher in the junior end of my school, children come to school with an already ingrained social expectations from when they are born based on their gender. On observation, during playtime the girls mostly take on the caring and nurturing role, playing with the dolls or role play in the kitchen while the boys engage with the building blocks or the farm set.
As they move on throughout the school, these stereotypes influence their interactions and involvement in extra curricular activities. As they move onto post primary it often influences the choice of subjects that they choose, girls veering mostly towards the social sciences and boys more towards the engineering and science subjects.
As teachers, we need to choose tasks that challenge these stereotypes and focus on their skills rather than their gender. I really enjoyed watching the video clip on Slide 20 that focused on the children’s rights and got the children thinking about gender stereotypes. I feel as a teacher , the lesson plans available on gender in Development Education will support me as a teacher as I foster an environment where we can have an open discussion around gender stereotypes and their impact.
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Hi Barbara,
Many thanks for your post here. It really is interesting to think that the pre-conceived stereotyping children come to primary school with can have such an impact on their future subject choice/career. Research would point to a significantly lower proportion of female students sitting chemistry, physics and other similar Leaving Cert subjects. Young children can often view things as a ‘girls’ or ‘boys’ activity, and like you have said it is very important to provide opportunities for children themselves to challenge these in a safe and supportive environment.
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Rachel Blackmore is a huge inspiration for all females young and old – she broke down gender stereotypes with her becoming such a successful jockey, being the first female to win the grand National to name only one of her achievements in a sport that was male dominated. In 2021 when she hit the news every day during Cheltenham as she became leading jockey we showed her in all classes and built classes on her success – illustrating that girls too can be anything they want to be.
During Aistear in school stereotypes are very evident – girls minding dolls or crafting, the boys being minded or in charge of building etc. We the teachers ensure that we expect all to participate in all activities but often it is engrained in some, but teachers need to set the bar and demand change. Class jobs need to be given out equally mindful that gender isn’t a deciding factor on who gets what to do.
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Hi Emer,
Thanks for your post. I love how you have used such a topical and relevant example to demonstrate how it is possible for females to break into traditionally male-dominated fields, such as jockeying. Sports stories have been to the fore recently – the Irish women’s team at the World Cup are a perfect example of this. The more examples we have of gender stereotypes being broken down, the more we will be able to challenge them from all perspectives.
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Completely agree with the need to highlight female excellence in the sporting world. I truly feel that children respond so well to this social media hotspot because it is in their world, sporting success and ambition for young women is an achievable goal and is a career position appreciated by men and women alike. The likes of Jackie Hurley as a successful female presenter for the GAA who also has published a book on this topic – Girls Play Too, is a great resource to inspire conversation in the classroom.
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Children appear to always come in with gender identities already fairly strongly embedded. I feel this is often even more evident with boys. I often see that boys will regulary need encouragment to play with dolls or the kitchen area whereas the girls are quite happy to play with construction activities and more traditional ‘boys activities’. I think you also see it a lot when speaking about clothing and boys will often say that they can’t wear pink because ‘it’s a girls colour’. These stereotypes are all important to be aware of as teachers so that we ensure the children in our classes are aware that boys or girls can become whatever they want regardless of their genders.
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Hi Laura,
Thanks for your post. I fully agree that children come to school with gender stereotypes firmly ingrained in so many cases. Experiences will differ, and I actually spoke to someone today who had the opposite experience – she said she found girls were more reluctant to get involved in construction play. Regardless of this, its so important that we provide children with the opportunities to challenge these stereotypes and ask themselves ‘why’ they think or feel like this.
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Gender stereotypes significantly influence young students’ behavior, self-esteem, and interests. I witnessed a situation in my classroom where children choosing activities during free play time. A group of boys immediately gravitated towards the construction toys and kits, while most girls opted for the arts and crafts section. One girl, who expressed interest in joining the boys, hesitated after another girl remarked, that was for the boys.
This scenario illustrates how gender stereotypes can discourage children from exploring diverse interests, limiting their potential. The girl’s initial interest in construction toys was stifled by the stereotype that such activities are “for boys,”. This is just one example highlighting the impact of peer influence in reinforcing gender norms.
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Hi Sarah,
Thank you for your post. I am sure that it is the experience of many. This video where Douglas Clements shared his views on play in mathematics (https://vimeo.com/167398222) may be of interest. Here he explains how gender stereotyping can have a significant impact on the ability of boys and girls in mathematics, particularly Shape and Space. Such attainment differences can have an impact on the choice of subjects at second level and on career choices.
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It is hard to find a classroom where there is not already some notion of gender stereotypes among some students. In my own class this year I first noticed during an art lesson when children were choosing the colours of the pages that they were using for a paper weaving activity. I had plenty of coloured pages, but they were all pastel coloured rather than bold coloured, and some of students said they didn’t want any of them because they were ‘too girly’. I found it interesting how these children would even differentiate between certain shades of the same colour (in this case, blue) because they saw one as being ‘girlier’ than the other.
I know of colleagues in junior classes who have to remind students that anyone can be anything during aistear time, that boys can be nurses or that girls can be builders.
The Gender Equality Matters resource from the REC and UNESCO provides lesson ideas for how to explore issues of gender stereotypes and inequality.
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Gender stereotypes affect students at a very good age. I teach in an all-boys school and I see lots of gender stereotypes in place. I have previously taught Junior Infants and see gender stereotypes present during playtime in Aistear. The boys will naturally gravitate towards male roles during role play. I use Aistear to challenge these stereotypes and try to have the pupils role play without any focus on gender. Role play is a great way to challenge the pupils’ thinking around lots of topics such as gender. As we are an all-boys school, I try to encourage the pupils to play with a variety of toys that challenge gender stereotypes. I feel there has been a positive shift within the past few years with gender stereotypes within our school community, where there is much more awareness and understanding around this topic.
By encouraging discussion around gender stereotypes will help to broaden student understanding and perspectives. I think its also very important to have positive role models that challenge gender stereotypes. -
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Unfortunately, children tend to be gendered from birth. People buy pink clothes for girl babies, and blue for boys. Little girls hair is left to grow long, most boys hair is cut before it grows past their shoulders. Dolls and kitchens are marketed towards little girls, cars and tractors towards little boys. Boys are often told that they shouldn’t cry and need to toughen up. In the classroom, I have seen boys being jeered and called ‘a girl’ if they are getting emotional.
I have seen boys not wanting to play with dolls in case someone says something to them. I think a good way to combat this is to have regular and open discussions with the children where we talk about the similarities and differences between boys and girls, and they learn what the word ‘stereotype’ means. They could then see what similarities they have with other boys and girls in the class (interests/ talents/ accomplishments.
In the younger classrooms there should be access to lots of different types of toys that everyone gets a chance to play with : dolls, construction items etc. In the older classes they might learn about successful famous people who have defied gender constraints such as Malala, Greyson Perry etc.
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Hi Anna Lucia,
I fully agree with you in terms of children often being pigeon-holed within gender stereotypes from birth. The whole concept of pink and blue being dedicated to the different genders is a prime example of this. I feel Aistear may be a key place to challenge some of these misconceptions and opinions, as they will invariably occur during this time.
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I enjoyed the video that explored the language difference in ‘sex’ as a biological marker and ‘gender’ as being the feeling inside our bodies that denotes which sex we identify with. The evolution of the term ‘they’ in gender identity is bringing the gender bias culture into full view. The gender bias that exists is shown in the video where pink and the arts etc are denoted as female attributes whereas blue and science are accepted as predominantly male.
Whatever an individual’s preference, I think the introduction of androgenous/neutral, unisex etc. toys and resources at a young age is very important. I constantly see hats, bags, pencil cases etc in specific glittery girls or army clad boys fashion enter the classroom. All the main retailers have brought this developed gender bias to the fore with pink and blue marketing and products on view in separate ‘girls and boys’ sections. As an educator I hope that by providing dolls, footballs, sports and science equipment in a variety of colours, discussing female and male role models based on individual accomplishments and discussing ‘sex’ and ‘gender’ terms in a safe scaffolded and appropriate way will allow for increased opportunities for young people to converse, explore, question and debate the marketing influences that are thrown at them constantly. Like Emma Watson mentioned in another video here, she remembers clearly when her girl friends dropped out of sports because they did not want to appear ‘muscley’. I sincerely hope that the likes of Sharlene Mawdsley and Rhasidat Adeleke are perceived with the same level of accomplishment and individual female brilliance as their Olympic male counterparts in the outstanding Rhys McGlenaghan and Thomas Barr. Fitness looks good on everyone! I feel it is part of my job to make sure their examples are shown together in classrooms so that names and accolades are fairly acknowledged in our schools and that men and women can perform brilliantly alongside each other neither better or less than the other.-
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Cora, that’s a brilliant point re: fitness looking good on everyone, indeed; and the likes of Rhasidat Adeleke being an inspirational athlete and role model. She herself has stated that she wants her legacy “hopefully be able to inspire people, especially young girls, to do sports and to stay in sports, and to be be a good role model, and have a good image.” There are so many benefits to being fit and strong, mentally and physically, across all the sexes regardless of gender – not least that when our young people/teenagers are invested in sport and all the positives that go hand-in-hand with maintaining a healthy lifestyle; they are then less likely to abuse alcohol, drugs etc.
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I really enjoyed reading your post Cora, so much to take from it , you are right with that motto, fitness looks good on everybody. The Olympic games has been such a celebration of everybody in all sports and has broken stereotypical views, girls are boxers, boys are gymnasts , all achievements are celebrated
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It is evident in the school environment that gender stereotypes are present. I have observed this in the infant classroom during playtime whereby children will make comments on toyIt is evident in the school environment that gender stereotypes are present. I have observed this in the infant classroom during playtime whereby children will make comments on toys and refer them to them as girly and to certain toys that are just for boys. This makes the child gravitate towards the “appropriate toy” according to others instead of playing with what they want to play with. With older children and working in STEAM projects it is very evident that there are less girls involved and interested in the practical side of these activities e.g coding, construction etc. Girls seem to be led by these opinions and stereotypes to avoid going against the grain. The use of books, stories, textbooks and games can have subtle stereotypes that both boys and girls are exposed to and impact on their choices. I can see how development education can impact these incidences and look forward to introducing this in September. s and refer them to them as girly and to certain toys that are just for boys. This makes the child gravitate towards the “appropriate toy” according to others instead of playing with what they want to play with. With older children and working in STEAM projects it is very evident that there are less girls involved and interested in the practical side of these activities e.g coding, construction etc. Girls seem to be led by these opinions and stereotypes to avoid going against the grain. The use of books, stories, textbooks and games can have subtle stereotypes that both boys and girls are exposed to and impact on their choices. I can see how development education can impact these incidences and look forward to introducing this in September.
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Hi Christine,
Thank you for your post. From reading this forum at such an early stage it is clear that many others have shared similar experiences to you. It is such a shame that infant children come to school with these ideas around what is appropriate for each gender, in terms of toys, games, professions, etc. At such an early age, it should matter little what toys they choose to play with. Very often, children will often deviate away from something they wish to pursue because of the fear that it does not align with societal norms.
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We only need to look at the range of children’s clothing available in shops to see how deep rooted gender stereotypes are in our thinking. Dinosaurs/Farm theme for boys and unicorns/rainbows for girls. Any brand that deviates from this is seen to be innovative and breaking the mould. This year in particular has shown me how gender stereotypes can be very black and white in some households and not so much in others. With the trend of ‘skincare’ taking off among the other children in our school, the dynamic has been interesting to watch and the conversations at break time are fascinating. With two boys having a keen interest, it was shocking and appalling to some of the girls – at first. Over the year it was accepted that boys have skin too and might want to look after it! I feel we have progressed as a society in relation to colour – boys are very often seen in fluorescent pink jerseys and football boots now. Part of choosing this course, for me, was the opportunity to explore this further and this be able to support children through any future issues that may arise down the line.
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Hi Linda,
Thanks you your post in which you have outlined many societal realities. The reality points to commercial interests driving many of these gender stereotypes and pigeon-holing children into certain interests, activities, etc. You have made an interesting point in relation to colour and how football jerseys, boots, etc. are now made in many ‘non-traditional’ colours. When children see major football teams and individual players wearing theses colours, it can have a powerful impact in breaking down any stigma associated with these.
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Hi Linda,
The issue of gendered images on clothes is another bugbear of mine. My colleague and I were discussing it one day and quite often you see positve affirmations on ‘girls’ clothes but rarely on ‘boys’ clothes.
Another interesting thing that was pointed out to me another time was how quite often, traditional ‘girls’ clothes are adorned with fawns, birds etc., that is they are adorned with prey. Traditional ‘boys’ clothes are often found with lions, tigers, T-Rexs, sharks etc. i.e. predators. At the moment, we are seeing much discussion in the Dáil, in the courts and in the media about violence against women by men – is it any wonder when, from a very young age, we promote predators for boys but prey for girls?! Don’t get me wrong, it is a multi-faceted problem and I’m not blaming the fashion industry for all that is wrong with the world but my point is that it is just one of these subtle harmful messages given to children from a very young age.
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Reading some of the posts on this forum has also made me aware how I myself unconsciously use gender stereotypes in the classroom. We have boys’ toys and girls’ toys labelled in the classroom in exactly the way you would expect stereotyping to work. Cars and blocks for the boys and dolls etc for the girls. This is something I will be changing for the coming academic year.
It is also very easy to see stereotypes in our yards. The majority of our boys will play a sport and the majority of the girls will not however I am more aware after this module of ensuring that both boys and girls need to be aware that they do not need to follow this “rite of passage”
I enjoyed the SPHE lessons on gender stereotypes for a first class level. They were simple but effective and thought provoking and I can see the benefits of incorporating specific gender lessons through development education.
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Hi Sarah,
Thank you for your post and for sharing this experience. I am sure many of us will relate to this. It can be easy to identify that these stereotypes exist and that we can feed into it with our own practices. However, it can be difficult to break away from this as many of these are so deeply ingrained societally. Like an earlier poster has said, seeing these being broken down, (such as through footballers wearing pink boots) is so powerful and can transform the way societal norms are created/re-created.
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I completely agree with you Sarah. For Golden Time in our classroom at the beginning of the year I had an array of board games. Towards the end of the year I permitted the children to bring in some toys from home once they fit in their school bags. The boys brought in cars and dinosaurs and the girls brought in dolls and teddies. It was a rare that I saw mixed play with the ‘girl toys and boy toys’ or with the considered neutral Lego or Uno and I did feel slightly torn. I had considered putting a stop to the toys from home option but decided against it. If these are the toys that they have chosen to purchase from Smyth’s and share with their friends then they are the toys they want to play with. Is that ingrained gender bias or simply their preference? It’s a tough one.
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I found this module so interesting not only as a teacher but as a mum of 3 children ( 2 girls and one by) all with very different personalities and traits. No matter how much I have tried to break down gender roles and stereotypes and my children at home and the children i teach in school see me modelling equality, it can still be an intrinsic part of who they are. I taught in the Uk for many years and at a parent teacher meeting I was explaining to a family how well their daughter was doing but what we could do as a school to further support her development. I was very politely told it did not matter as the only education she needed was to look after a husband, how to cook and clean and care for a man. That she would be married at 18 , however they did want to know how i could extend her twin brother as they had hopes of him becoming a doctor. This family were not being rude, this is what they did in their cultures. As a teacher I was so ill equipped to deal with this situation. I had never been faced with such a gender bias before, yet the family could see no wrong with this and their daughter was adored, happy, loved and cared for.
This was over 20 years ago though and with organisations like plan ed and the because I am a girl campaign , i can see a shift in peoples thinking and a move for equality for all.
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Hi Orla,
Thank you for sharing your post and your experience of working within the UK. Certainly, some countries have severe gender-ingrained ideologies, which unfortunately limits what can be achieved by females (or forces males down areas they may not wish to pursue also). We are in the fortunate position to be discussion gender stereotypes on a more superficial level, but nonetheless these can contribute to directing children down paths that could shape the type of future they have. I’m sure you will have seen some of these from the other forum contributors.
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Gender stereotypes have proven to have a negative impact in education, placing limits on our student’s potential. Development education methodologies can play a role in dismantling them. In our 1st class group during Aistear role play specific examples of stereotypes are visible. Some of the students have definite opinions on gendered professions such as the boys are doctors, pilots, post people or bus drivers and the girls are caregivers, teachers, air hosts or nurses. It is essential for the students to become aware of and address these stereotypes to achieve an inclusive learning environment that focuses on their holistic development.
Development education methodologies use the learning materials to create activities and generate discussions. By using text books, literature and social stories the children are given the opportunity to explore all the possibilities available to them irrelevant of their sex. Going beyond the materials we can invite guest speakers from diverse fields to our classrooms that defy preconceived ideas. We can encourage collaboration and challenge biases.
The students learn from what they have been exposed to and in Ireland for the most part the firefighters are men, their teacher is a woman, the secretary is a woman and the caretaker is a man. The students make connections with their immediate environment and their family situations so exposure to alternative situations is vital.
Development education has great power in promoting gender equality in our education system which I envisage will make great strides in altering student’s attitudes, behaviour, responses to gender scenarios and career aspirations. -
This is a topic that I am regularly found on my soapbox about and I have had many discussions with my colleagues and friends about. Gender stereotypes are everywhere! From the second the child leaves the womb (and even before!), they are subject to gender stereotypes, from the types of clothing put onto them to people describing infants as behaving x y and z way because they are a girl/boy etc.
Children are exposed to this constantly and often coming from adults that they trust. It then often continues right on into adulthood. Gender stereotyping in turn leads to gender inequality. I recently saw a reel where a man explained it very well. He was doing the grocery shopping accompanied by his small children, where he was met with comments about ‘how great he was for doing that’ and how wonderful he was for having the children with him at the same time. He commented about how his wife would never be met with these comments and he described very simply how the ‘social bar’ is set much lower for men and the inequity that exists for women even in the simplest of tasks.
In my own classroom (Senior Infants) recently, we had worked a lot on discrimination, whereby work on racial discrimination in turn led to discussions on gender discrimination. We discuss the ideas of ‘boys toys’ or ‘girls toys’, haircuts, nail varnish etc. All the children by the end of the lessons knew the ‘right’ answer to give but as teachers, we also recognise that just because they know it, does not mean that they will embody it.
Last year, a boy in the class arrived in wearing a skirt. While one or two children remarked that he was (more in observation and a kind of admiration than criticism), he was supported by a classful of children who accepted that he was simply wearing clothes, not ‘girls’ clothes. On yard however, he was met with three boys from another class who tried to belittle him. However, this was met with strong disapproval from the children in my class. The child in question was fully supported and the other children were educated in the concept of gender stereotyping. When speaking with the child’s mother later that day, she explained that wearing perceived ‘girls’ clothes was something that he had always liked to do but not long before Junior Infants, he felt shamed in the playground about it and had stopped. Due to feeling safe and supported, he now confidently comes to school in the clothes that he felt most comfortable in. This really highlights how harmful gender stereotyping can be from such an early age and equally the power we hold as educators in creating that positive, safe environment for children free from gender stereotyping.
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I have seen gender stereotypes manifest in pupils from a very young age, shaping their self-perception and interactions. In one classroom activity where the children were asked to draw pictures of people in various professions the children drew men as doctors, engineers, and pilots, while women were drawn as nurses, teachers, and homemakers. These choices reflect deeply ingrained societal norms about gender roles.
Development education methodologies can combat these stereotypes by fostering critical thinking and promoting equality. For example, incorporating diverse role models and stories in the curriculum can help students see a wider range of possibilities for both genders. Group activities that encourage collaboration regardless of gender can break down preconceived notions about abilities and roles. Encouraging students to question stereotypes and discuss their origins can build awareness and empathy. Ultimately, an inclusive and reflective educational approach can empower students to see beyond traditional gender roles and appreciate the unique contributions of all individuals, fostering a more equitable society.
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I have moved from teaching in an all boys school where the boys held very rigid views about the differences between them and girls to a mixed senior school where the same stereotypes seem to apply. The boys prefer to spend break times playing ball games while the girls prefer to chat and read books. This is despite efforts to widen their horizons and encourage them to play together but the girls can’t get their heads around the boys’ obsession with playing football. I am undecided as to whether these differences are as a result of biological differences or the stereotypical roles that society assigns to boys ad girls almost as soon as they are born.
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Hi Grace,
Thank you for your post and for sharing this experience. It’s very interesting, in that many people may point to the prominence of single sex schools being a driving factors in deepening these stereotypes. This points to the issue being more deeply ingrained and societal, rather than being related to anything happening in our schools.
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Gender stereotypes can significantly influence students from a young age, shaping their interests, behaviors, and self-confidence. In an Irish classroom, I observed a scenario during a physical education session. The boys were encouraged to play football, while the girls were directed towards gymnastics. When I asked why, a teacher explained that football is “too rough” for girls and gymnastics is “too delicate” for boys. This reinforces the stereotype that boys should be tough and active, while girls should be graceful and passive.
Development education methodologies can effectively combat these stereotypes by promoting gender equality and inclusivity in the classroom. Incorporating stories and case studies of women and men excelling in non-traditional roles can inspire students to pursue their interests without fear of judgment. For example, showcasing female athletes who excel in traditionally male-dominated sports, or male dancers who have achieved success in ballet, can challenge and broaden students’ perceptions. Furthermore, implementing mixed-gender group activities where roles are assigned randomly can help students appreciate diverse skills and break down gender barriers. Encouraging critical thinking and discussions about gender stereotypes can also empower students to question societal norms and develop a more inclusive mindset.
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Hi Orla, this is very interesting regarding sport, I too have noticed that the boys are usually interested in football and not too many girls join in, although this does seem to be changing. I have seen this from a very young age. Hopefully using some of the development education methodologies will change these stereotypes.
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Women’s sport has made good progress in the last ten years or so. The campaign 20×20 “If she can see it she can believe it” was great in making girls sports more visible. Women’s rugby, soccer and Gaelic football now get huge attendences at games. The Women’s All Ireland final has increased in attendence numbers year on year. I think more media focus and campaigns in schools and on Tv are needed to keep closing that gap in sports coverage and ensure continued involvement by girls in playing sport.
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This was a very interesting module! I would definitely agree that gender stereotypes affect children from a young age. I think that toys and colours have a very important role to play in this. I teach in an all boys school.
From working with Junior Infants, I have observed that the children do engage in role play with the kitchen. However, the dolls are rarely interacted with unless it is for role play with doctors and the doll being a sick patient. One particular observation that stuck out to me was on our school tour. There were bounce hoppers for one aspect, these were pink and blue. The boys only wanted the blue bounce hoppers and would not use the pink ones. Some children even waited until a blue one was free. This really re-emphasised gender stereotypes and that pink is for girls. Reflecting on this, the children were just 5 and 6 years of age and this was already embedded in their heads about girls and boys colours! Perhaps, the activity centre should have just had all yellow bounce hoppers, rather than the 2 colours as this imposed the stereotype of pink is for girls and blue is for boys! -
Gender stereotypes can affect students from a very young age, shaping their perceptions of themselves and their peers. These stereotypes can start at home and they can further develop in early years in school. I have seen first hand this happen while doing Aistear. Girls gravitate towards the dolls whereas the boys gravitate towards the cars, lorries, diggers, etc. The boys don’t want to play with the dolls as they see them as being ‘girls’ toys’ and vice versa for the boys. This isn’t the case with all pupils, I have just witnessed it with a few. Introducing development education in Junior Infants would be a brilliant idea and it may have a very positive effect on gender stereotypes. It might change what some children consider the ‘norm’ and give them more choice in their play which in turn would make their own experience more entertaining and more inclusive for everybody.
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I have come across gender stereotypes on many occasions in classes I have taught. At infant level for example I have seen children choose toys that are traditionally for boys or girls. I think play can reinforce children’s gender stereotypes. Boys generally get cars, trains and Lego as gifts, Girls receive dolls, kitchens and cuddly toys. I have come across a lot of stories books for young children that promote gender stereotypes. In many Fairy Tales the woman is cast as the weak hopeless pretty female waiting on the man to save and rescue her! In my Infant school last year we did a cull of many books where women were only seen in passive, mothering roles and there were many books thrown out! Development education is very important in order to raise awareness and it is important as teachers that we give children opportunities to play and learn in inclusive settings and we are seen to challenge stereotypes through curriculum and the way we speak and act in our schools.
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Hi Hilary, I have noticed similar in infant classrooms. I think society as a whole is slowly moving away from these ‘gender norms’ now but there is still a way to go. Ensuring that gender stereotypes are not reinforced in infant classrooms is extremely important so it is great to hear that ye have filtered out any books that do so!
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In my 6th class, I observed a scenario where during a career discussion, girls expressed their ambitions to pursue traditionally male-dominated careers, such as engineering or computer science, but faced remarks like “Those are boys’ jobs.” On the other hand, boys were discouraged from considering careers like teaching because they were labeled as “girls’ jobs.”
This scenario shows the harmful impact of gender stereotypes on students’ career aspirations. When children are limited by societal expectations and told that certain professions are only suitable for one gender, it hinders their potential and highlights gender inequality. Open discussions about career stereotypes and real-life examples of people going against these stereotypes will help shift this notion that jobs can be categorized into ‘male’ and ‘female’
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Unfortunately gender stereotypes definitely still are prevalent in our classrooms.
Two years ago, when I was teaching Communion class, one of the girls in my class wanted to wear trousers to her Communion. She ended up wearing a dress. The same girl loves sports and plays a lot with the boys. I myself was similar to this in school, I always preferred playing with the boys as I loved sport. Thankfully my family and this young girls family totally encourage this, but why is it still deemed as sports and being tough are for boys and wearing dresses and enjoying art are for girls!
In reality, our school staff highlights the gender gap-the majority of teachers are women, very few men. If you can’t see it you can’t be it.
Thankfully lessons as shown in module 2 are a great way of introducing gender stereotype topics, educating them on equality for all children.
The YouTube video on women’s rights would be a great catalyst for discussion too. Projects and posters displayed around the school on the 41 kids human rights are brilliant ways of introducing it to the whole school community and opening up discussion.
SSE could involve using all the lesson plans across a period of time in all the classrooms, discussions in assembly, buddy systems with older kids working with younger kids, possibly visits from women in careers typically deemed for men and vice versa coming in for talks.
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Gender stereotypes can significantly impact young students by shaping their interests, behaviors, and self-perception. Boys might be discouraged from expressing emotions or pursuing interests in the arts, while girls may shy away from subjects like math and science, believing these are not for them. These stereotypes can limit their potential, reinforce gender biases, and affect academic performance and career aspirations. Additionally, children may face social pressure to conform to traditional gender roles, which can hinder the development of their individuality and self-esteem. Early exposure to gender stereotypes can thus influence their educational experiences and future opportunities. My own experience of gender stereotyping is when I had a group doing a project on robotics. There were 4 boys and one girl in the group. I observed how the boys treated the girls in that they left all the boring, tedious work to the girl while they went out to play. I did intervene at times and the girls also stood up for herself however I was genuinely shocked at their attitude and sense of importance at such a young age.
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Hi Mary and welcome to the course.
I agree, children make unconscious assumptions based on gender and it is remarkable just how early children start to internalise such assumptions so the sooner we can start to question such notions the better. Your anecdote about the Robotics project is a case in point Even before children begin school they already have preconceptions, identifying certain characteristics and roles as belonging only to boys or girls because of gender preconceptions engrained in our society. We need to think outside the box and use teaching approaches that encourage pupils to debate, challenge and question existing beliefs and intervene as you did when we see gender stereotyping at play in our classrooms.
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To ensure equality for all children, educating students on gender equality and how they might choose to act when faced with gender stereotyping is crucial their development as a global citizen. It is important to challenge gender stereotypes from a young age as by the time a child starts primary school, most will already have deeply rooted and reinforced ideas about what things are ‘just for boys’ and ‘just for girls’ due to the toys they play with and behavioural expectation put on them by parents and the media through advertising. Gender stereotypes can have negative impacts from such a young age as it can affect one’s self-esteem which may negatively impact and limit their career choices and life decisions they will make as adults.
I have seen first hand in my own classroom how the children reinforced a gender stereotype during a PE lesson. In the final week of school, I told the children that we would have a class football match. I gave the option for those who didn’t want to take part to pick a piece of equipment (hoola hoop, skipping rope, basketball) to do a small performance practicing a skill during the half time break. Most of the boys thought it would be a boys only football match and were mistaken when some girls opted to be part of the football match and some boys opted to do skipping rope and hoola hoop tricks during the half-time performance instead. It brought about an interesting conversation about inequalities in income for male and female football players. The children were extremely invested in the discussion as the topic of sport os something that was an interest shared by all of the children. It encouraged empathy and appreciation for female sporting athletes and the barriers to success for them.
Teaching global education and using these methodologies can help combat these stereotypes as the children will develop empathy as they engage in work looking into the UN Convention on the Rights of the Child and become aware that these rights are universal for all children. Engaging in case studies about challenges faced by girls especially in poverty stricken countries may push students to take agency of their own values. They can make small changes to bring about a more just world where all children’s rights are respected.-
Hi Shannon, so interesting to hear about your experience and completely agree with this experience as a teacher during a PE lesson, in my own class this year there were sometimes remarks made bout certain teams having an advantage because they had more boys or a disadvantage because they had more girls. We explored equality and equality of opportunity in our class through our learn together lessons to give the class a new lens to look at these issues through.
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Gender stereotypes unfairly ascribe traits on us all depending on whether we are male or female. These societally preconceived assumptions can be harmful in that they have the potential to limit our ability to pursue certain paths in life, develop our abilities and influence or limit our choices.
As an infant teacher I have seen how children come to school as young as four with preconceived gender notions stemming from home. One conversation that has stuck with me was after a group of girls had been hoarding all the pink crayons at their table. One boy really wanted to use pink in his picture and there was a debate at the table about the colours boys should use. Pink not being one of them. One boy actually stated that his dad would get annoyed if he used pink a lot at home. I let this play out and I was delighted when one levelled headed guy explained that it didn’t matter what colour they used. They could all like any colour they wanted to. He was well liked in the class so his idea was taken on board and the pinks were shared out evenly. I commended him for his good sense.
Having now viewed the resources and video I would capitalise on this conversation and use the Plan International lessons about gender to embed the message further.
As part of our SSE we could make extra efforts to ensure all teams and individual pupils are given equal praise and airtime on the intercom and at assembly to mark any achievements. We could also focus on the gender module as a whole school and also enlist the Student Council to run a poster competition around gender equality issues and the Rights of the Child.
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hi Claire,
I think that your idea about involving the student council in tackling gender stereotyping is an excellent idea. The students in the school I work in respond so well to student council initiatives that I think this would be an excellent opportunity to allow the students to really explore the topic and take ownership of their learning
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Gender stereotypes affect students at all ages in so many different ways. Even things as subtle as the textbooks and library books used daily in classrooms where boys are shown in active, outgoing roles while girls are more often portrayed as being quiet or even passive. Other resources in classrooms which contribute to gender stereotypes might be toys, games, board games, etc. Building blocks and lego often show young boys on the boxes whereas arts and crafts materials tend to show girls using them and having fun.
From a teacher’s point of view, gender biases can also unfortunately occur when they set different expectations. For example expecting boys to excel in maths/ science/ PE/ etc, but expecting more from girls in visual arts/ music/ drama/ etc. I have also personally witnessed teachers asking for ‘a few strong boys’ to help move some desks in the classroom for a school graduation while at the same time asking for ‘some of the arty girls’ to design a nice banner for the entryway.
It is so important that we, as teachers, challenge these gender stereotypes so that the children in our class know that their gender does not define them. Boys can be arty and girls can be strong. Boys can love singing and girls can love soccer. Children can do anything that they put their mind to and it is up to us to give them the support and confidence to not see gender as an obstacle. -
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Gender stereotypes can significantly influence students from a young age, shaping their self-perception, aspirations, and interactions. These stereotypes often manifest in classroom settings, impacting students’ participation, confidence, and interests in various subjects.
One scenario I’ve observed involved a science project where boys were more eager to take on roles related to building and experimenting, while girls were more inclined towards organizing and presenting the findings. This division was not due to ability but rather to ingrained societal expectations about gender roles.
Development Education methodologies can effectively combat these stereotypes by promoting equality and critical thinking. Incorporating stories and case studies of diverse role models in all fields can help students see that interests and abilities are not confined by gender. Encouraging mixed-gender group work and ensuring that all students rotate through different roles in projects can also help break down these barriers.
Additionally, lessons on gender equality and discussions about the impact of stereotypes can empower students to question and challenge these norms. By creating an inclusive classroom environment where all contributions are valued equally, we can foster a culture of respect and mutual support, helping students develop a more balanced and equitable worldview.
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Gender biases and stereotypes are ingrained in our society. You see it everywhere, in advertisements on the television, on clothes in shops, in books our children read and the toys that children play with. It is crucial that schools consider the impact these biases can have on children and work towards meaningful approaches to actively go against the gender biases many of us grew up with. Being in an educate together school the children wear their own clothes. This can have its own challenges as children can comment on one another’s outfits-discussing if they fit in with what is cool for boys or girls to wear. This can put a lot of pressure on children who want to conform to gender norms and fit in based on the clothes that they wear. Also, I agree with many of the posts above, that I have witnessed children scolding boys who want to play with dolls or to play role play games on the yard. As educators it is impoetsnt that we allow all children to experience playing with different types of toys and to normalise this behaviour. I think that schools are definitely improving in identifying gender stereotypes and trying to overcome these. In our own school we have changed from having specific girl and boy toilets. The toilets are gender neutral now. In the junior end of the school, aistear always includes role play where all children are scaffolded to take part. I think it is important to also consider the books that we use in classrooms and to perhaps consider using books that show people of all different genders and backgrounds achieving and experiencing success in many areas. Also, explicitly teaching lessons on gender stereotypes and getting the students involved in these discussions can really enable students to challenge the gender biases they are experiencing and see that activities, clothes, passions and interests are not limited based on gender.
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Hi Ciara,
It’s refreshing to hear the practical steps you’ve taken in your school to combat engrained societal stereotypes. Both the gender neutral toys and toilets in the junior end are both important changes that combat preconceived biases from an early age. More of the same practical steps I think is the way to go. I can also understand how not having a school uniform creates it’s own challenges here as there will always be huge pressure to conform among boys and girls.
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I’ve witnessed many incidents of gender stereotyping, especially in my earlier years of teaching and it has become less prevalent since. One memory I have is in PE. At the time, I assigned two team captains to pick their teams. The captains, both boys, began selecting players one by one. I noticed that they were primarily choosing boys first, leaving the girls standing on the sidelines, unchosen and seemingly disinterested. Hearing this, I could see some of the girls looking uncomfortable and disappointed. Some of the girls who I knew were very passionate about sports and quite skilled at football.
To address the situation, I decided to form new teams myself, ensuring a mix of boys and girls on each team. I also encouraged the students to work together and recognize each other’s strengths, regardless of gender. As the game progressed, it became clear that many of the girls, were not only interested in playing but were also quite skilled, challenging the boys and contributing significantly to their teams. This incident served as an important lesson for the entire class about the impact of gender stereotypes and the importance of inclusivity in all aspects of school life. From doing this course I’ve learnt using diverse resources and examples that highlight achievements of women and men in various fields can challenge stereotypes.
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Hi Seamus
Thanks for outlining your teaching experience with your class and team selection and while it is positive to hear such incidents are less prevalent in your classroom in recent years, there still appears to be some way to go. This is understandable as breaking down deeply engrained societal stereotypes is always going to take time. As you’ve mooted, highlighting the success of both woman and men is a powerful methodology and particularly in recent times with unparalleled success in athletics, you won’t be short of Irish women and men to praise.
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I completely agree that gender stereotyping in career paths is a significant issue. It’s crucial that we challenge outdated notions like “engineering is for men” or “nursing is for women.” Everyone should feel free to pursue their interests and talents without being confined by societal expectations. Encouraging young people to explore a variety of fields and providing role models from diverse backgrounds can help break down these barriers.
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This is a tricky question for me as since I qualified as a teacher, I have only worked in a boy’s school. However, I have a little bit of experience seeing gender stereotypes while on school placement. During Aistear I noticed that most of the boys played with the blocks, lego, and transport toys. On the other hand, the girls seemed to prefer the dressing up toys and the art areas.
I have read that a common gender stereotype is the belief that “boys are better at math and science, while girls are better at reading and art.” This stereotype can manifest in various ways, such as teachers unconsciously giving more attention or praise to boys in math-related activities, or peers reinforcing these ideas through their interactions. This stereotype happens due to societal norms and cultural influences that have long associated certain skills and careers with specific genders. Children absorb these messages from media, family, and their broader community, leading to internalised beliefs about their abilities and interests. Such stereotypes can limit students’ self-confidence and aspirations, discouraging girls from pursuing interests in STEM fields and boys from exploring the arts. Addressing these stereotypes early by promoting an inclusive and supportive learning environment is crucial for fostering a balanced and equitable development of skills and interests among all students.
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Gender stereotypes can have a profound effect on children and the earlier we can start to challenge and debunk engrained societal misconceptions around gender roles the better. I agree too, when your teaching career has been exclusively in a single sex school it is difficult to fully assess how problematic the issue is. However, what you’ve outlined about your own experience on placement are real-life examples of engrained societal stereotyping around gender. The challenge irrespective of the stereotyping context is that many of the children sitting in front of us already identify certain characteristics and roles as belonging only to boys or girls and it takes time and perseverance to alter these.
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Gender stereotypes can significantly impact students from a young age, influencing their self-esteem, interests, and perceived abilities. One scenario I observed involved a classroom art project. When asked to draw their favorite activities, most boys drew sports-related scenes while many girls depicted activities like dancing or playing with dolls. This reflects societal expectations that often push boys towards physical activities and girls towards more nurturing or artistic roles.
Development education methodologies can help combat these stereotypes by promoting critical thinking and inclusivity. For example, integrating stories and activities that challenge traditional gender roles can broaden students’ perspectives. Encouraging mixed-gender group projects where all children explore a variety of roles and activities helps to break down preconceived notions. Furthermore, discussions on gender equality and the celebration of diverse achievements regardless of gender can foster a more inclusive environment. By consciously addressing and challenging stereotypes, educators can help students develop a more equitable view of gender roles.
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Gender stereotypes can significantly impact students from a young age, influencing their self-perception, interests, and academic performance. One specific incident I saw in a classroom was a project where students were building simple machines. Boys were immediately handed the tools and expected to lead the construction, while girls were assigned to decoration tasks. This division not only perpetuated the stereotype that boys are more suited for technical tasks but also deprived girls of valuable hands-on experience.
Development education methodologies can play a crucial role in combating gender stereotypes. By integrating gender awareness into the curriculum, educators can create a more inclusive environment. This can be achieved through the following approaches:
Promoting Gender-Neutral Language and Resources: Using materials and language that do not reinforce gender stereotypes helps students see that all subjects and activities are accessible to everyone, regardless of gender.
Encouraging Mixed-Gender Collaboration: Grouping students in mixed-gender teams for projects and activities ensures that boys and girls work together and share responsibilities equally. This approach helps break down preconceived notions about gender-specific roles.
Highlighting Diverse Role Models: Showcasing successful individuals from various fields, regardless of gender, can inspire students to pursue their interests and talents without the constraint of stereotypes.
Critical Thinking and Reflection: Encouraging students to question and reflect on societal norms and stereotypes fosters a more critical understanding of gender issues. Activities like discussions, debates, and role-playing can be particularly effective.The gender module can significantly contribute to School Self-Evaluation (SSE) by providing a framework to assess and enhance gender equality within the school. SSE can incorporate the following elements from the gender module:
Evaluating the curriculum to ensure it is free from gender bias and inclusive of all genders in various subject areas. Ensuring that teachers receive training on gender sensitivity and inclusive teaching practices, allowing them to support and encourage all students equally. Gathering feedback from students on their experiences and perceptions of gender equality in the classroom can provide valuable insights for improvement.
By integrating these elements into SSE, schools can create a more equitable and supportive environment for all students, ultimately leading to better educational outcomes and personal development.-
Hi Kate, I agree by promoting gender-neutral language, encouraging mixed-gender collaboration, and highlighting diverse role models, you’re taking crucial steps to create an inclusive environment. Also, integrating critical thinking activities can further empower students to challenge and rethink societal norms. These efforts, combined with gender-sensitive training for teachers and regular curriculum evaluations, can significantly contribute to a more sustainable educational experience.
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It is clear to me that all children face gender stereotypes from a young age, especially here in Ireland. During the past year I have witnessed this when the children were engaging in STEM projects. The children were divided into mixed ability groups and had to come up with projects to help their local environment. Almost immediately, the girls started taking notes, recording their ideas, and the boys were explaining the materials they would use and how they would make it. This was limiting both the boys and the girls learning experiences, confining them to traditional gender roles. Development Education methodologies can tackle these stereotypes by promoting and encouraging equality, diversity and fairness within the classroom environment. It is important to show role models of both genders to the children, allowing them to recognise that they are not limited by their gender and eliminate the barriers many children face all over the world.
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I think it is known that unfortunately gender stereotypes exist in a lot of classrooms from the junior end right up to the senior end. Within my classroom, I noticed gender stereotypes present during an Art lesson. We were creating Spring Art and the colours I had placed in the tray were bright colours. Some children turned around voiced that they didn’t want to use them colours because they were ‘too girly’. This sparked a discussion around what makes colours/things ‘girly’ and it allowed for a healthy debate that got the children thinking critically.
Development Education methodologies can play a massive part in combating gender stereotypes. Educators can create an environment that is welcoming and inclusive by promoting gender neutral language and using resources that do not promote gender stereotypes. As well as that, promoting diversity within the classroom, showing achievements from all genders allowing children to understand that barriers are being broken down and that they can achieve anything they want as they get older.
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Gender stereotypes can significantly impact students, even at a young age, shaping their perceptions of themselves and others. In a primary school classroom, I observed a scenario where these stereotypes were evident. During a class discussion about future careers, many boys expressed interest in becoming engineers, builders, farmers, pilots, and scientists, while most girls mentioned roles such as teachers, nurses, or homemakers. When a girl mentioned wanting to be a farmer, some boys laughed and said, “That’s a boy’s job.” This reaction clearly reflected ingrained gender stereotypes.
Development education methodologies can play a crucial role in combating these stereotypes. By integrating diverse perspectives and promoting critical thinking, educators can challenge these preconceived notions. For instance, introducing students to stories and role models who defy traditional gender roles can broaden their understanding of what is possible. Activities that encourage collaboration and respect for all contributions, regardless of gender, help build an inclusive classroom culture.
School Self-Evaluation can benefit from incorporating development education. Through SSE, schools can assess the effectiveness of their efforts to promote gender equality and identify areas for improvement. Regular reflection and adaptation of teaching practices to include development education principles can help create a more equitable learning environment, ultimately reducing the impact of gender stereotypes on young students. -
I think it can be difficult to counter gender stereotypes as marketing of toys, stationary etc all tend towards a gender divide. Construction and engineering toys tend to be marketed more towards boys than girls. Where I might have seen gender stereotyping in the classroom tends to come from home rather than within. I had a children from the Travelling community tell me that the girls are just expected to mind younger children and they expect to get married and have children themselves . I also had a girl from a traditional Muslim family and they did not want their girl to sit beside a boy in class even though it was a mixed school. Learning about different approaches can open up a wider perspective to students about different options open to them.
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I actually witnessed a classic example of this in the classroom in June! I was the Support teacher for second class and the class teacher had to deal with the following scenario: the children were outside for yard-time and a game of football started. One little boy was the organiser and the co-ordinator of the game and selection of players. He chose all boys!!! None of the girls were chosen! Needless to say, when the class came back in after yard-time, the teacher was inundated with complaints from the girls! Both the teacher and I were extremely surprised at what had occurred. The little boy in question is new to the class and he comes from a different country/culture so whether or not this had any influence him, I don’t know. The teacher had a chat outside with the little boy and he honestly couldn’t see what the problem was! He said “but girls don’t play football!” The teacher herself actually plays on the local soccer team!!!
It was a great teaching opportunity for the teacher and she handled it extremely well. It opened up the whole conversation on gender equality and allowed the children to explore and to challenge stereotypes based on gender.
Development education in the classroom in this instance, enabled the teacher to raise awareness around gender stereotypes and to identify with issues of unfairness.
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It’s interesting how cultural differences can influence perceptions, and this situation clearly highlighted the importance of addressing gender stereotypes early on. It’s great to hear that the teacher used this as an opportunity to discuss and challenge these stereotypes with the class. Thanks for sharing this Lyndsy!
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Gender stereotypes are evident every day in both the classroom and whole school setting. As a teacher I have observed this over my years of teaching.
extra curricular subject preference is a very evident gender stereotypical topic.
Boys in the class tend to have an interest in and excel at subjects such as P.E. , construction, science experiments etc. while girls tend to gravitate more towards subjects such as art, music, drama and even writing.
The gender stereotype between subject choices and likes and dislikes may be minimised by lessons on gender and stereotypes in todays society. Discussion and reflection would help the children become aware of the situation and become ,Orr cautious going forward on the influence of our gender society.I think the lesson plan provided in this module, based on deciphering, likes and dislikes of girls and boys would be a great starting point into the discussion of gender stereotypes in today’s world
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Lessons on gender and stereotypes, along with discussions and reflections, can help raise awareness and reduce these biases. Integrating lessons on gender and stereotypes, along with discussions and reflections, can help students become more aware and cautious of these biases. I know it can be a difficult action, but from personal experience in the classroom it can be very rewarding for everyone!
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It is very apparent that gender stereotypes may be affecting students already at a young age. Like many other posts in the forum, I have come across many scenarios where gender stereotypes are present, for example children playing with certain toys they perceive to be “boys and girls” toys.
In addition to this, in my years of teaching and creating and choosing resources I have found that gender stereotypes are present in the resources we use. For example, when I have found myself searching for a suitable image to go with a lesson I am planning on jobs/ occupations for example, more often than not gender stereotype images come up. An example of this being many pictures of male builders/ doctors/ etc where few women are portrayed in this role in the images available online. I have also found that in some textbooks/ pre made ppts, etc gender stereotypes are also portrayed in the images used.
Some possible ways development education methodologies could combat gender stereotypes could be facilitating open discussion about gender stereotypes and issues through discussion or debate, encouraging students and teachers to think critically about societal norms and stereotypes and showcasing role models in the classroom who have challenged traditional gender roles.
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Reflecting on gender stereotypes in the classroom, I recall an incident in a 6th class at the beginning of the year. It was during a PE lesson involving a team sport. I noticed the girls appeared unmotivated and were not participating in the game. After pausing the game, I brought both teams in and asked what was happening. To which the girls replied ” the boys never pass to us , they don’t need us on their team so what’s the point!” The boys at this point had replied that this is the way they always play because “the girls don’t want to play”.
After this discussion, I had to address these stereotypes present in the class which involved deliberate action by me as a teacher to promote an inclusive learning environment. This included using gender-neutral language, ensuring equal participation opportunities, providing diverse role models, and challenging stereotypes through curriculum and classroom practices.
At a whole school level, I was able to organise a female soccer player who is a past pupil from our school, to coach football skills as part of her work experience in our school to all class levels and this female soccer coach had a huge influence on all our boys and girls . Similarly, by getting outside sports agencies that provided both male and female coaches into the school to coach skills in basketball, cricket, tag rugby, GAA, cycle safety, it had such a positive influence on gender stereotypes and something that we as schools need to be aware of moving forward. I know in our local GAA club they often get members of the Senior ladies’ football and camogie team to coach a training session to the underage boys and girls’ teams. I think that schools could also embrace this opportunity to promote an inclusive learning environment. -
In my class this year, teaching 5th class, there has been a clear gender divide around what music artists the children favour. The majority of the girls are huge Taylor Swift fans. On the other hand, in what I believe is a direct reaction to this, the majority of the boys claim to be Kanye West fans. It is interesting that the boys chose this person as someone to favour, considering the open disrespect he had shown to Taylor Swift when she was a young girl at an awards ceremony. This type of misogyny, openly played out in the media, has a big influence on young minds. It is incumbent upon us as educators, to educate children about issues of gender discrimination to help prevent it. Development Education is a key tool in this process. It can provide the structure around which a more meaningful understanding of gender and equality can flourish.
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It is very disheartening to read that this is going on in lots of classrooms around Ireland, my own included. Hopefully following on from clearly structured lessons we will be able to make a difference for these children. We all want our children to feel included, welcome and safe in their learning environment.
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There is no doubt that I have seen gender stereotypes affecting my students in my previous 5th class in an Educate Together school. This varied from clubs they chose to who they assigned jobs to in the classroom.
The scenario I will discuss is the choosing of Friday clubs which work as a reward in our school for good behaviour throughout the week. The sports club was always a very popular club choice for the boys, only ten children were allowed to sign up for this club. There was outrage in the class when a couple of weeks into term a number of girls decided they wanted to take part in a sports club meaning some of the boys had to choose a different club. They argued it was not fair and that sports club was more of a boys activity anyways. It also shocked me to hear when I spoke to the girls that they had been hesitant to ask to join this club as they knew it was mainly for boys and they were not sure if they would be allowed to play. My reaction to this was to set up a fair system in which the people who wished to be in sports clubs rotated throughout the year.
In order to combat these stereotypes in the classroom I would teach a number of lessons about stereotypes and gender equality to ensure the children were informed about why they had these feelings and thoughts about sports clubs. By helping the children to fully understand this, this would allow them to try to be aware of these stereotypes in the future and do their best to not allow them to alter their judgements or thoughts surrounding different things in society.-
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Hi Clodagh,
It’s so frustrating to still see these gender stereotypes in schools and at such a young age, particularly in the area of sports. We already know the massive decrease in participation from girls in competitive sports once they hit the teenage years. Hopefully by challenging these stereotypes early on we can help prevent this for next generation of female athletes.
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I know of a young boy who has been on the receiving end of smart comments for both his interest in knitting and for bringing plants into the school garden. Both interests were perceived as being too ‘girly’. It’s hard on kids to deviate too far from gender norms in primary school, I think…as has been previously stated on this forum they like to fit in rather than stand out. To that end, I found Emma Watson’s 2014 address to the UN in NY outstanding and refreshing… my main takeaway being (and I’m paraphrasing here): “Why shouldn’t we all be defined by our interests as opposed to our gender or sex at birth?”. It is immediately more liberating and freeing. On a practical level it opens up wider subject choices in schools and consequently, more career options. Development Education should smash through the various gender biases and stereotypes which can become ingrained in early childhood, therefore allowing our children/students to choose a field they can both excel in and love (as opposed to ‘traditional’ models such as teaching vs engineering, to name but one example).
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It’s hard for children to separate themselves from gender norms, especially in primary school. Emma Watson’s UN speech is indeed inspiring, stressing that we should be defined by our interests rather than our gender. Development Education plays a major role in breaking down these stereotypes, turning up a wider range of subjects and career options for all students.
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Gender stereotypes can significantly shape students’ attitudes, behaviours, and self-perceptions from a young age. For instance, in the infant classroom during Aistear time I often observe scenarios where boys are more encouraged to play with construction toys, while girls are directed towards dolls and kitchen sets. This unintentional reinforcement of traditional gender roles limits both groups, discouraging boys from nurturing activities and girls from STEM-related interests.
Development Education methodologies can help combat these stereotypes by promoting equality and critical thinking. I can introduce diverse role models who defy gender norms, such as female scientists and male caregivers, to broaden students’ perceptions. Group projects can be designed to ensure mixed-gender collaboration, emphasising co-operation and mutual respect. Discussions and activities that challenge traditional gender roles and encourage empathy can foster an inclusive classroom environment.
By integrating Development Education students learn to question and critically analyse societal norms, leading to a more equitable and supportive learning space where everyone feels valued and capable of pursuing their interests regardless of gender.
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From my experience in teaching gender stereotypes can affect students from a young age. This can be seen often during playtime for younger children, when given toys to play with we often give girls certain toys and boys certain toys.
Also as children progress up the school we can see again during yard time boys may tend to be given a soccer ball or a hurl and encouraged to go down the field to play, while often girls can be encouraged to watch out for the younger children on yard or be ‘helpers’. Of course this is not always the case but often time we can see ourselves subconsciously applying these stereotypes to children.
An example I saw of this is where boys were girls and boys were asked to play different games purely based on their gender as opposed to being asked which one they wanted to play. It was not meant in any way to stereotype the children however it is something to consider when teaching that we don’t fall into those habits. -
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I have observed a number of instances where gender stereotypes are present. One occasion that comes to mind, was when my students were talking about their favourite colours. A number of the students had said theirs and then one boy said he loved pink, another child responded saying pink is a girls colour. I was grateful that I was within ear shot, because I asked the students, is pink only for girls? This opened up a big discussion amongst the whole class. We talked about colours, clothes, toys and jobs and the students seemed to be really interested in it. I enjoyed watching the video where Anna was teaching using the lessons from plan international, and found the methodologies she used very helpful. I will be certain to use videos, pair and group work and project based work to help the students engage in gender stereotypes and how this can develop their citizenship education.
We could use this to integrate with our sphe curriculum, to engage with SSE. I will be certain to encourage others in my school to teach clear lessons on gender to encourage inclusion, development and kindness in the classroom.
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I’ve observed the same over the years with the colour pink only being allowed to be a girls favourite and blue as a boy’s . I do think it’s changing but it’s very slow so by facilitating children to have open discussions on this , their own perspectives and ideas have a platform to be heard and provoke thoughts around changing these stereotypes.
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As shown in some of the videos in this module, gender stereotypes can start at a very young age. The type of toys and the colour of clothes bought for babies and toddlers are just the beginning of this. I have taught junior infants in the past and noticed during Aistear that the toys or stations that many of the children went towards were quite ‘girls’ ‘boys’ orientated. However, this was not the case with all of the class. There were girls and boys who loved the sand box and the construction table as well as a mix of girls and boys who loved the writing station. I think that yes we definitely need to ‘teach’ children about the importance of choosing what you are happy with and not what you might be expected to do or choose. In 6th class now, many of the girls and boys love to play soccer at lunch time but I have noticed that there are particular girls and boys in the class who during group work, go towards the note taking role or the management roll. Boys and girls are both wearing soccer boots of their favourite colour vs what might have been expected of them in the past. I am glad to see that this has not been the majority of children though so I am certain that things are definitely changing. Building confidence in our children to make the choice that suits them is so important as teachers.
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Hands-on experience with junior infants during Aistear and the mix of boys and girls enjoying different stations highlights the value of being able to offer a variety of options and encouraging all children to explore them. Through nurturing an environment where children feel free to choose what makes them happy, we can help them develop a sense of confidence and independence.
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Gender stereotypes can definitely have a significant impact on students from a young age. These stereotypes can influence children’s perceptions of what is considered appropriate behaviour, interests, and career choices based on their gender. I have observed situations in the classroom where boys are encouraged to excel in subjects like math and science, while girls are subtly directed towards more “feminine” subjects like art or literature. I have currently taught 6th class for three years. Every year when we are discussing secondary school subjects, Home Economics is often thought to be a girls’ subject as it involves cooking etc. This kind of bias can limit students’ potential and reinforce harmful stereotypes.
Development education methodologies can play a major role in combating these stereotypes. By implementing inclusive teaching strategies, teachers can create a more unbiased learning environment. Including discussions on gender equality and challenging traditional gender norms in the curriculum can raise awareness and promote a more inclusive classroom culture. By addressing these stereotypes, development education methodologies can empower students to explore a wide range of interests and capabilities regardless of gender. -
As I work in an all boys school, the scenarios involving gender stereotypes are endless. One that stands out for me last year wasn’t as impactful as the bullying or peer pressure but it felt important. I was getting a class with a boy who was famous for his encyclopaedic knowledge of animals, younger students would quiz him and as someone who loves animals I was excited to plan lessons around this interest. By the time school started in September he had decided that “animals aren’t cool” anymore which his parents told me was due to boys making fun of him for his interests and calling him names based around gender. He pivoted to soccer as his new interest and that lead to him making different friends. It shows the power of gender norms and how they can impact younger people in subtle yet drastic ways.
Incorporating SSE could mean setting targets for gender equality and breaking down gender norms in our school. This would have to start with the staff as we have been affected our whole lives and pass these stereotypes down subconsciously.
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Gender stereotypes is a complex and long established ideology throughout the world. In recent years, it is being addressed and challenged more deliberately and immensely. This is a positive and helpful development but it is an issue that still exists in our daily lives. Children have grown up with gender stereotypes from birth. Boys and girls are usually dressed in clothes with assigned colours – blue or pink. Different toys are assigned to them based on their perceived interests – cars/trucks for boys and dolls for girls. Children begin school with these stereotypes ingrained in them and this can be harmful to children that do not identify with the stereotypes assigned to them. This can hinder their mindset and sense of belonging. As a teacher at the senior end of the school, gender stereotypes are hugely prevalent. I have noticed that the girls like to engage in classroom duties such as cleaning and tidying and the boys usually want to engage with jobs such as lifting and carrying boxes and gardening.
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Firstly, gender stereotypes can affect students from a very young age, even as babies (dressing children in certain colour, giving them certain toys or involving them in gender specific hobbies). I think gender stereotypes begins at home and is very heavily influenced by one’s parents view on gender. It can be difficult or challenging to change a certain mindset that is being projected onto a child.
I have observed the presence of gender stereotypes in most of my recent years of teaching, I currently work in a senior school. From small instances like I want blue, green card as that’s a boy’s colour or I don’t want to use your writing pencil as it has love hearts design on it. More obvious examples has been when creating groups like mentioned above by many others where the boys will want to take on the leader role or the problem solver as they believe they should be in this role and that the girls should take a more subsidiary role like note-taking as they are considered to be neater and tidier.
It is our job, as educators to try and create an environment where students feel empowered to fulfil their capabilities and pursue their interests and talents without being limited by gender expectations. This approach not only helps dismantle harmful stereotypes but also fosters a more inclusive and equitable classroom culture, preparing students to contribute positively to a diverse and global society.
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Throughout my 19 years teaching I have indeed observed the presence of gender stereotypes in the classroom. One example is during STEM lessons I have noticed girls don’t have the same confidence in engaging in activities initially and need more encouragement. In saying this I thankfully believe that gender stereotypes are somewhat diminishing, albeit there is alot of work still to be done. It is of utmost importance as educators to continue this great progress in breaking down gender stereotypes. Traditionally there were boys toys and girls toys but thankfully this I believe is no longer the case. Of course at times girls might gravitate towards certain toys and vice versa and that’s ok. However children should never be made to feel certain toys/activities are only for a certain cohort. They need to be exposed to all types of toys/activities regardless of gender and no barriers/restrictions put in place. One of the many quotes that stands out for me from Emma Watson’s powerful UN speech in New York was If not me, who? If not now, when? Now is the time to make the change, not in the future. We need to instill a belief in the children in our care that anything is possible, regardless of gender. I’m possible! Not impossible.
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Making sure all students feel confident and comfortable participating in all activities is important. Your mention of Emma Watson’s UN speech is really motivating and reminds us that we all have a part to play in making these changes. Promoting an inclusive environment where every child feels that “I’m possible” is a necessity for their growth and confidence.
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When I reflect on when I have seen gender stereotyping in school it’s a common trend regardless of whether I’ve taught infants or the senior classes. When it comes to allocating class jobs , for example brushing the floor or taking out the bin there is a very obvious sense that brushing the floor is more a “female” job and taking out or emptying the bins is a “male” job. Development education
methodologies I think would help immensely in breaking down gender stereotyping from a very young age. There are a number of ways this could be done in a school environment including exposing children to a wide range of books and reading material that celebrate different cultures and promote positive portrayal of gender roles. Play is another important factor where development education methodologies can be taught. Encouraging all children , regardless of gender to play with dolls, unicorns, football , physical activities for example will eliminate stereotypical behaviour from a young age. -
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I myself have only ever taught in the junior end of school, so most of my observations have been with children in the infant classrooms. It is quite frankly almost an everyday observation, and from reading other posts on this forum, it seems to be common place in society. This is something I really try and tackle from the first day. During free play, children tend to choose toys based on what they believe their gender should be associated with. I have often witnessed children say that another child can’t play with them because they are playing with a boys/girls game. These comments are not being said in a malicious way, they are simply stating what they believe to be “facts”. This shows how deeply ingrained these steroetypes are in society. This type of mentality is depriving children of the chance to develop skills in areas they may have the ability to thrive in. Early introduction and emphasis on development education may help children challenge these unfair and inequal social standards giving them greater freedom and an improved ability to interact with people of different genders. Last year, I took 2 days in the week where I provided all the children with “only boys”/”only girls” toys. All the children engaged with all toys and interracted wonderfully. This lead to really impactful and effective discussions at an infant level.
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As teachers we see gender stereotypes in the classroom from early childhood years. Through toys and play, I think it has become inevitable that children take on some of these stereotypes from a young age. I have noticed this in my own classroom in the past during Aistear and roleplay in particular. When roles were assigned by the children themselves during play, I noticed that some children had very definite ideas about who should carry out each role. Some boys were often more vocal about the assignment of parts and roles and started to exclusively take on the “construction” or building tasks. This then meant that other males were following this lead and abandoning a particular role or game that they were engaged in, in order to do the same as other boys. I had to think carefully about how to scaffold or structure this element of Aistear, without participating myself and taking away from their independent play. When they started using a “lucky dip” system of who took on each role, the dynamic of play completely changed and it was very interesting to watch how things changed and levels of engagement also benefited.
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As I have mainly taught in the senior end of an all boys school, a common gender stereotype that occasionally creeps into conversations is that “boys don’t cry” or “only girls cry”. Particularly in the senior end, an open discussion around such notions usually always debunks or demystifies such stereotypes. Funnily enough, I remind them of the amount of footballers I have seen crying during a match. Allowing the children to think critically always challenges these topics by encouraging students to question and analyse societal norms and power structures, including gender roles. Using discussions, debates, and reflective writing can help students understand how stereotypes are formed and perpetuated.
For school improvement, I think gender sensitive language is a good starting point towards combating gender stereotypes. A whole-school plan could be devised on inclusive language, ensuring balanced participation and challenging stereotypical comments or behaviours in the classroom.
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Bringing up situations like footballers crying during a match is a clever way to challenge their thinking. Supporting forward-thinking is definitely key to breaking down these societal norms and power structures. For school improvement, your idea of focusing on gender-sensitive language is a solid starting point.
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Gender stereotypes are often well established by the time pupils begin junior infants. This has been evident to me during Aistear when pupils at play will align with the toys and stationery that have been designated to them; girls will play with dolls and teddy bears whilst the boys will lean towards cars and trucks. Pupils can in turn point out that others are playing with a toy that they shouldn’t be playing with, meaning that the colour etc. doesn’t suit their gender. From what I have seen, I think boys can come under more pressure than girls to play with toys that are seen as specific to them. Schools have the opportunity to explore gender and challenging stereotypes through development education and allow pupils the opportunity to express themselves and afford them chances to play with different toys and toys and stationery that are in a range of colours.
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Gender stereotyping can have a huge impact on children from a very young age, and can influence their self-esteem, interests, and academic choices. We were doing a Science week project last year where the class were split into different groups- One group was to run the experiments and another was to design posters for Science week. The boys gravitated to the experiments and the girls to the art side of things in some sort of unconscious stereotyping that exists.
Through development Education, children can learn about the diverse roles individuals play in different cultures For example, showcasing female scientists and male nurses can develop a deeper understanding of gender roles. Through the promotion of an inclusive and equal classroom environment through development education, we can teach children about breaking free from gender stereotypes, and to be free from these shackles. This in time will lead to a more just, fair and equitable society. -
Gender stereotypes are already in action in children when they come into primary school and start from a very young age. This can influence their behaviour and academic choices the whole way through their education. I often see examples of this in school life for e.g boys wanting the ball on the yard to play soccer and girls bring out their notepads to draw etc. I believe that alot of this is down to the natural order of life and it will be hard to change however I do believe that as teachers we can do our bit by teaching about gender stereotyping.
I think we can Introduce students to diverse role models through stories, showcasing female scientists and men artistic professions to challenge the traditional gender roles. I would also always try to promote mixed-gender collaborative learning with rotating roles in group projects to ensure all children experience different aspects of tasks. -
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Stereotypes occur in all classes throughout the school.
Even when it comes to school sports you have the boys leagues and girls leagues. We still have gender based toilets in our schools something that may need to be addressed in the future. With the younger classes they are always pointing out how toys belong to either boys or girls and what each should be playing with. Each child seems to automatically gravitate to what they deem my toy according to the norm. We also have seen this with classes when there are Christmas plays whereby makeup is needed due to the stage lighting. Boys will protest that this is only for girls and a lot of work has to be covered to show how makeup is used by all genders in everyday life, even going back to tribal makeup in SESE.
If development education is introduced and highlighted to the children at a young age, at home and in school, it might address these stereotypes. Children need freedom to explore and this will lead to a better understanding of gender.
I remember reading, The Boy in the Dress years ago with a 5th Class when gender education may not have been addressed in schools. Even though they found the story entertaining and we had great discussions around this topic, when we completed a survey most of the boys were not happy to think a boy in their class would wear a dress to school.
When considering SSE Development education is very important and an area that continues to change when planning around gender based education.
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Its clear from your post that stereotypes are evident in all classes, even in school sports with separate boys’ and girls’ teams. Young children often label toys as for boys or girls. During Christmas plays, boys protest wearing makeup, thinking it’s only for girls. Teaching development education early can help address these stereotypes.
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Its clear from your post that stereotypes are evident in all classes, even in school sports with separate boys’ and girls’ teams. Young children often label toys as for boys or girls. During Christmas plays, boys protest wearing makeup, thinking it’s only for girls. Teaching development education early can help address these stereotypes.
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Gender stereotypes are evident among children from a very young age, just this morning I heard a mother tell her daughter in a toy shop that she couldn’t get a tractor because she wasn’t a boy! I teach in the post-primary end of a special school and we have a number of students from the travelling community. The boys will not take part in Home Economics classes and the girls cannot understand why they have to do woodwork. Last year we set up a school shop and the boys in my class all gravitated towards the role of shopkeepers handling the money while the girls assumed the roles of the ‘shoppers’ purchasing the stock and setting up the shop. This was something which happened naturally as they were given the option of doing whichever job they would like. As a mother of 4 boys I have tried to make sure they have been given a range of toys for any gender and they have loved playing with toy kitchens & dolls buggies etc, just as much as they have loved playing with toys seen as more typically for boys such as balls and cars. Teaching development education would teach students that they are capable of doing any job or task they would like regardless of their gender and that there are no ‘girls’ or ‘boys’ toys or jobs. Everyone is different and everyone is entitled to like whatever they want.
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Laura, I completely agree with you. I find children instinctively gravitate to gender stereotypical roles within role play and drama situations. It is something I am regularly trying to convey in my own classroom that you can take any role or responsibility regardless of your gender. The same applies for toys. I have a son and a daughter and I also find that my girl loves to play with the stereotypical boys toys and vice versa with my son. It is something I am trying to be more conscious of myself to ensure both my own children and the children i teach understand that your gender should not influence your way of life, toys, clothes, etc.
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Completely agree Laura, as a 6th class teacher I have seen girls very reluctant to put metalwork or woodwork down as a subject choice as they felt it wasn’t a subject girls should do and I have seen boys very reluctant to put home economics down as a subject choice for the same gender stereotypes reasons. We have spent a great deal of time this year encouraging children to follow their interests and what they are interested in as opposed to what they think they should do.
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Gender stereotypes can significantly influence students from a young age, shaping their interests, behaviours, and self-perceptions. In a classroom scenario I observed, a teacher inadvertently reinforced these stereotypes by assigning different roles to boys and girls during a group project. The boys were given tasks involving building and technical work, while the girls were asked to handle organisational and communication roles. This division subtly suggested that boys are naturally better at technical tasks and girls at administrative ones, reinforcing outdated stereotypes about gender roles.
To combat these stereotypes, development education methodologies can be instrumental. Implementing activities that emphasise collaboration and skill-sharing, regardless of gender, can help. For instance, rotating roles within projects allows all students to experience a variety of tasks. Additionally, incorporating lessons that challenge traditional gender roles and highlight diverse role models can broaden students’ perspectives and encourage them to pursue interests beyond stereotypical boundaries. Promoting gender equality through educational practices fosters a more inclusive environment where all students can thrive without the constraints of outdated stereotypes.
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I faced a similar situation in my classroom. During a science project, I noticed boys gravitating towards building tasks and girls towards setting up. To address this, I rotated roles, ensuring everyone tried each task. This not only challenged stereotypes, but also helped students discover new interests and skills. Implementing diverse role models in lessons and fostering collaboration can further promote equality and inclusiveness.
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I faced a similar situation in my classroom. During a science project, I noticed boys gravitating towards building tasks and girls towards setting up. To address this, I rotated roles, ensuring everyone tried each task. This not only challenged stereotypes, but also helped students discover new interests and skills. Implementing diverse role models in lessons and fostering collaboration can further promote equality and inclusiveness.
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Even at an infant level gender stereotypes influence, and at times limit, children’s choices, activities and interactions. I have observed it during role play. Children will often gravitate towards the more “traditional” roles. I ensure there is a rota that each child has an opportunity to take on every character/role at a station.
I am very mindful of using both male and female role models when exploring occupations, roles within the family and home. I do this at every opportunity I get. I feel it is important to consolidate this in school environment.
Cultural gender stereotyping can at time be an issue in my school. We often engage in circle time, discussing the strengths of all genders and reinforcing that the sky’s the limit for all in a very sensitive, inclusive manner.
I believe schools can play a pivotal role in combating gender stereotyping and cultivating a more inclusive environment.
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This is very interesting Keelin and I will certainly be borrowing your ideas and suggestions about how to ensure children have the opportunity to engage in all kinds of play, regardless of gender. The cultural gender stereotyping is not an issue I have encountered explicitly yet but it is good to be aware that this is a further aspect of a sensitive issue that may need to be addressed in the years to come. Thank you.
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Gender stereotypes present unfortunately regularly in school, in my experience. Even in mixed-gender schools, I have observed that children primarily divide along gender lines when it comes to free-play periods, whether that be within the school day or at break/lunch time. I have noticed that younger infants are a little more likely to play together in the yard but that by the time most have reached senior infant stage, the ‘norm’ has developed that boys play with boys and girls with girls, almost exclusively. Despite this being addressed in formal classes such as PE so that groups are constituted with a mix or balance of girls and boys, the practice rarely extends to the playground when the adult influence is removed. I am genuinely unsure of how to address this challenge as I also don’t adhere to the idea of adults determining with whom a child/group of children should play in their own time. What I have observed is that where children do upend the gender norms and gravitate towards children of the opposite gender for play, is that this is positively received and is supported. This is an absolute necessity for teachers and undertaking the development education module and delivering development education to children is an effective way to understand why this is so important, and how teachers can play a crucial role.
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I get what you’re saying about gender stereotypes in schools. It’s quite common for kids to stick with their own gender during free-play. I’ve seen similar patterns in my own classroom. One thing that helped a bit was having mixed-gender group activities that were fun and engaging, like team games or group projects that required collaboration.
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I have seen this also in my school and we have lots of different cultures, I also find that the children from different countries for example , the Nigerian children play together and the polish stick together etc. We as Teachers don’t encourage this in the classroom and we aim at doing group work with different mixed groups.
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I have seen infant children during Aistear gravitate towards gender specific toys such as Girls playing dress up and with dolls and boys going for the trucks, cars and construction toys. If development education is introduced and highlighted to the children at a young age it might give children more freedom to play with toys of their own choice. Usually in the Junior classes children play freely with both genders but this changes from about first class on. Teachers need to encourage children to play and work together regardless of gender.
How gender stereotypes can feed in to school self evaluation
Teachers need to support children to look at ways to tackle discrimination in particular among girls.
Educating children about the importance of gender equality is crucial to ensuring equality
for all. Within the last five or six years changes are taking place which are positive and this should be addressed when looking at whole school self evaluation.
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Gender stereotypes can have a very damaging and long term impact on students from a young age, shaping their perceptions of themselves and others. In my experience, I’ve observed gender stereotypes during a group activity where children were asked to choose roles for a project. Boys often volunteered for leadership roles while girls gravitated towards roles perceived as creative, like designing something . I’ve also observed gender stereotyping with younger classes and the toys they play with , or moreover the toys they think they should play with.
I think going forward for me as a teacher I will be a lot more conscious of this . I think that by showing children examples of diverse role models from various jobs can help students see the vast potential beyond gendered expectations. For example, highlighting female engineers and male nurses can broaden their understanding of what is possible, regardless of gender. -
I have found children will adhere very well to labels we adults give up toys or stations at school and this can affect how girls / boys feel about them. For example. If I ask who wants to play with the ‘doll house’, only girls will want it. But if I call it ‘The small world station’ boys will also want to play. I think it’s important for teachers to be careful for we label toys and play stations and be mindful of keeping labels neutral. As another poster stated here, it’s also important to give girls ‘traditional boys roles’ in sister or science / maths teacher projects , rather than let them choose themselves. For example by giving the girls in the group the roles of engineer and architect, while the boys take on project management and admin – this lets the children see that the teacher’s views on girls in engineering is a positive one, and that this is the norm rather than the exception. Similarly, boys can be nurses, caregivers etc. Showing videos of successful females in traditionally male dominated roles will also normalise this for children… Eg County Mayo female astronaut Dr Nora Patten.
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I fully agree that gender stereotyping in career paths is an issue in the world we live in today. It is imperative that we question antiquated ideas such as “cooking is for women” and “construction is for men.” Everyone ought to be able to follow their passions and abilities without hindrance from social norms. These barriers can be removed by presenting young people with role models from a variety of backgrounds and encouraging them to study a wide range of subjects.
This can be accomplished in a school setting in a variety of ways, such as by introducing kids to a broad selection of books and reading materials that celebrate many cultures and encourage positive gender roles. Another crucial area where development education approaches can be taught is through play. -
Gender stereotypes affect students from a very young age. As a society, I feel we are guilty of feeding into stereotypes from a very young age through the toys, clothes, etc we buy children. I am guilty of it myself with my own children but am making more of an effort to be more gender neutral with toys especially.
I found it very interesting when the facilitator for our recent Maths curriculum training told us that the strand of Shape and Space is the one area of the maths curriculum that there is a gender imbalance in that boys are more successful in this area. He put it down to the toys they play with from a young age.
I think it is still very prevalent in classrooms today. I teach in a senior school and when completing biographies last year each child was allowed to pick their own person to research. The majority of boys chose footballers or you-tubers where as the girls chose female pop stars, gymnasts, etc.
I think they PLANs Development Education resources are excellent and although the gender lessons are targeted to 1st/2nd class I think they would still be relevant in the older classes with some differentiation.
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I think your point about shape and space being a topic that boys tend to excel at due to toys they play with is very thought provoking. Often toys are bought for children without thinking of these long term impacts and it is crazy to think that it has had such an impact on the scores of children in their Maths assessments in school.
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Hi Martina,
Thanks for your post. You have raised a really interesting point around the gender imbalance when it comes to performance in shape and space activities. Data from international tests such as PIRLS and TIMMS points to a significant imbalance in this regard. This video from Professor Douglas Clements may be of interest to those who are interested in the overlap between play and maths in the early years: •https://vimeo.com/167398222
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Gender stereotypes are rampant in the school setting. Although I have seen huge improvements in these stereotypes in more recent years, it would be naive to assume that they have been eradicated completely. I think that a lot of children’s views on this topic stem from the way in which they are brought up in the home setting. Children feed off the conversations and what they are exposed to at home and the difference is incredible when it comes to the way that junior infants interact during Aistear. One example that sticks in my mind took place at the role play area during Aistear time in Junior infants. A boy was dressed as a fairy and engaging in the Fairy tale role play area. Another child came up to ‘tell on’ this child because ‘he’s a boy. He can’t be a fairy and wear the sparkly skirt that should be for me’. This was a classic example of a sharing problem where this child really wanted to have a go of the fairy costume but it somehow turned into a gender stereotype issue. I think it’s so important to educate children on these issues from a young age as it is simple comments like that at a young age that can have severe impacts on the self esteem of children.
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Gender stereotypes can influence students from a young age, shaping their interests, behavior, and self-perception. In the classroom, I observed a scenario where boys gravitated towards building blocks while girls were encouraged to play with dolls, reinforcing traditional gender roles. To combat these stereotypes, development education methodologies can be instrumental. By integrating lessons that promote gender equality and challenge stereotypes, students can learn to appreciate diverse abilities and interests irrespective of gender. Activities such as mixed-gender group projects, discussions on influential figures of all genders, and inclusive storybooks can help students understand and value equality. Encouraging self-reflection and critical thinking about societal norms can empower students to challenge and reject stereotypes. Development education fosters an inclusive environment, promoting respect and equal opportunities for all, which is essential in shaping open-minded, empathetic individuals.
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Hi Rian,
Thank you for your contribution here. I posted a video in an earlier post from Professor Douglas Clements that really speaks to what you observed yourself. He spoke about how boys generally gravitated more towards construction, while girls were more likely to engage in socio-dramatic play. The focus for girls was not on the construction, but rather where certain characters could play and interact, etc. It’s really important for children’s social and academic development across the board that they have opportunities to engage in all types of play.
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Hi Riana and Eoghan, there was a very interesting BBC docuseries years ago that explored gender stereotypes through an experiement observing how childcare provider encouraged children to play with certain toys depending on their gender – as described above. However the childcare provider was not aware of nature of the experiment and the children [toddlers] were dressed as the opposite gender as part of the experiement – it was a really interesting example of how we as adults and teachers / caregivers unconsciously perpetuate gender stereotypes.
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Gender stereotypes can affect children’s self-esteem and confidence. For example, girls might internalize the belief that they are less capable in subjects like math and science, while boys might feel discouraged from expressing emotions or pursuing interests in the arts. Stereotypes can steer children towards or away from certain subjects. Boys might be encouraged to excel in math and science, while girls might be nudged towards humanities and social sciences.
As a teacher who has taught 6th class in an Irish primary school for the past number of years a large part of what we do is deal with the transition from primary to secondary school and working with children as they choose their subjects for post primary school. I have had a number of conversations with female students who want to take woodwork or metalwork but have felt that “none of my friends are choosing them” or that those “subjects are more for boys”. The same has been true for male students who have avoided choosing home economics or visual arts for post primary school because the “lads will laugh at me” or “they’re more for girls”.
Myself and the other 6th class teacher have spent a large proportion of our SPHE lessons this year dealing with the transition to post primary school and encouraging children to choose subjects that they love and want to learn more about as opposed to what they “think they should” be focussing on. We have invited former students back to the class to talk about their subject choices and what they found about these subjects after they had transitioned to post primary school and we have found that the children responded very positively to these interactions with some of our former students who are now already in post primary school.
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I thought that we had moved on a lot when it comes to women’s rights and gender stereotypes. After reading 10 Myths About Women’s Rights I was shocked to read the statistics and struggles that women face worldwide.
Gender stereotypes are present and can limit students potential from a young age. They can become closed off from certain activities. We need to challenge stereotypes and provide role models to children to show them that they can be anything they want to be.
Gender stereotyping in young children is very evident when we cover the topic of careers. When talking about firefighters, delivery drivers, engineers these are considered to be ‘boys’ jobs. ‘Girls’ jobs are seen to include teachers, nurses and generally care giver roles. It is up to us to show a diverse range of role models and that all professions are open to all people. We can include stories that show people in non-gender typical roles. It is a good idea to talk about why certain roles are associated with certain genders and make it clear that these careers are open to all.
It is important to have an inclusive classroom environment where children are encouraged to take on roles and challenged to think about their own strengths rather than their gender. -
I have seen how gender stereotypes affect children in many ways. On one occasion, when distributing stickers to the children, one boy asked for the pink sticker and said it was his favourite colour. A few children gasped and said you can’t like pink, that’s a girl’s colour. The child looked so ashamed. I tried to explain that anyone can like any colour and there are no specific girl or boy colours but it had an effect on his confidence and he never asked for a pink sticker again. I should have carried on to do lessons on gender stereotypes. In future, I will start with the development education lessons so that children don’t pass on gender stereotypes.
I also think it is very obvious during play or Aistear, when boys tend not to play with the kitchen or the doll’s house but it is apparent that they really want to. I think the lessons provided in this module could dispel these stereotypes early on. -
Students may be impacted by gender stereotypes in a variety of ways even at an early age. Gender stereotypes may be reflected in and reinforced by books, stories, textbooks, television shows, and other educational resources. Textbook stories and illustrations, for instance, may show males in bold, assertive positions and women in submissive, helping roles. Play may have influenced children’s gender norms from an early age. The stereotypical ideas about gender that are frequently seen in schools include females playing tennis and boys playing football in the yard. It’s possible that parents and educators have unintentionally different expectations for boys and girls. For example, people might anticipate that guys will perform well in physical education while ladies will perform better in disciplines like music or theater. In order to address these prejudices and foster an inclusive and equitable learning environment, educators must be aware of them and take intentional action. This entails speaking in a gender-neutral manner, guaranteeing equitable possibilities for participation, offering a variety of role models, and dispelling stereotypes through the curriculum and methods used in the classroom.
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Gender stereotypes can shape children’s views and actions from early on. I saw this in a younger class during free play. The boys went to the construction area with blocks and tools, while the girls played in the kitchen and did arts and crafts.
Development education can help break these stereotypes. Creating a more inclusive classroom by rotating play stations and encouraging all students to try different activities is very important. Teachers can join in and show excitement for all types of play. Also, using stories with diverse characters in non-traditional roles, like female engineers and male chefs, can also challenge stereotypes. Discussions about these stories can help kids think about their own biases. Mixed-gender projects, like building something or cooking together, can show that skills and interests aren’t limited by gender. -
Gender stereotypes are extremely evident in young people, through things as small as their interactions during Aistear. I have seen countless times that girls will choose to play with the toys and act as the professions that are typically seen as ‘feminine’, whereas the boys tend to stick to the toys that are aimed for them.
This has severe consequences for them, especially for girls in primary school at the minute. It has shown that boys significantly outperform girls at the shape and space strand of the maths curriculum and this can be directly linked to the toys that children are given from a young age, with young boys being given more toys where building and construction are involved, which helps to deepen their understanding of shape and space from an early age.
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Hi Bill,
Thank you for your post. You have followed on from other members of this course in analysing the impact that the choice of toys and modes of play can have on the attainment of males and females in the shape and space strand in maths. The research backs this up, and points out that boys significantly outperform girls in this area, and it very much reads as an outlier within the data. I posted a video clip from Professor Douglas Clements earlier in this forum which highlights the rationale behind these differences, as well as getting us to think about potential solutions to this.
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I’ve seen many ways that gender stereo types affect the children in my classroom, in Aistear for example I notice that in construction tasks the boys are more likely to take or be given a lead role. In the role play area the girls are more likely to be given or take on a caring or nurturing or even serving role. I’ve also had a young class where both a boy and a girl were excellent football players but he was always assumed to be slightly better than her.
However, I’ve also seen lots of examples where girls in particular are very naturally and organically not conforming to gender stereotypes; where they are taking more leadership roles in the classroom, where they are competing more and winning in sporting situations and in STEM subjects.
Development Education can help to break these situations firstly by naming them and giving the class a chance to discuss. It encourages the students to critically analyse why these situations arise and to challenge them. It can help everyone to realise the potential of both girls and boys and that neither should be limited or restricted.
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Hi Leona,
Thank you for your post. It is very interesting that your Aistear experiences mirror a lot of what other people on this course have also experienced. It is not an isolated issue, and seems to be very prevalent in society. I like how you have highlighted the ‘non-conformity’ of groups of females to gender norms. In recent years, the movement behind female involvement in sport has thankfully brought about huge changes. Young girls now can see many role models in a sporting context, and there is far more coverage of female sport on mainstream television. Last night, the country watched the women’s relay team run so heroically, and this will provide huge motivation for young girls seeking to follow in these footsteps.
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This was so similar to my experience but I agree it was great to see I had many girls who were also able to stand up and say that they could do anything the boys could do and encouraged their peers to see it that way too. It is great to be able to have these discussions as young as infants to help with their view of the world.
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When I was teaching Senior infants a couple of years ago I found that when we engaged in Aistear a lot of my students were already roleplaying in ‘gender specific roles’. I took it as a priority to encourage a mix roles. When I would ask why is this baby in pink and this one in blue I would often get the answer that ‘pink is for girls and blue is for boys’. I made a big effort to get a variety of picture books that showed a broader understanding and did art activities whereby I would ask them to draw a doctor, a pilot, a scientist, a ballerina, a chef, a nurse, and see what gender they assigned to these roles and delved into their understanding and took this as an opportunity to encourage those who believed that these roles were for boys/girls to reflect on why they thought this.
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Hi Roisin,
Thanks for your post. It’s very interesting that many others on tis course have also chosen Aistear as a way in which they saw gender stereotyping to be quite prevalent within schools. Given these children are in infant classes, it just goes to show how ingrained this is, almost from birth. You have suggested many great ideas for getting children thinking around these issues. I love using big books to explore various themes within SPHE, and this is another area that would lend itself to be covered in this way.
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Educating children from a young age about gender stereotypes and gender equality is so important. We have made so many positive advancement towards gender equality is recent years but we still have a long way to go. The Olympics in Paris are a prime example- so many wonderful real role models for children to aspire to- both male and female. In many countries, woman don’t have the same rights as men and I think ‘Plan International’ is an excellent voice for those who are not being heard. From a young age, stereotypes creep into all elements of child’s play. Therefore as Educators we must be mindful of exposing all children to all toys and roles within the classroom.
As an Infant teacher for many years, I think Aistear is a great way to facilitate and to break down barriers to stereotypical play among the children. We always rotated the children among the various activities so both boys and girls took on various roles and played with all the toys- not just ‘boy specific’ or girl specific’. Encouragement is a huge part also so that children don’t feel vunerable or self-conscious if they wish to choose an activity, sticker, hair-style that is not the norm for their gender. Story s a great way to present these stereotypes and facilitate conversations and discussions in the classroom. A student might be readily able to identify with a character in the book that feels the same as them and then to realise it’s ok to dress or like things that the opposite gender might like.
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Throughout my years of teaching I have seen how gender stereotypes affect children. In the lower end of the school girls typically gravitate towards what they perceive as traditionally girls toys/activities and boys gravitate towards what they perceive as boys toys/activities. Very seldom would I see boys playing with dolls or playing dress up; or girls playing with what they consider as ‘boys’ toys like cars, blocks or Cowboys and Indians etc, even when encouraged to try all types of toys and activities. In the higher end of the school it is often difficult to encourage girls to play traditionally male sports and vice versa. Also, when we talk about careers boys seldom choose what are traditionally considered as female jobs like nurses and teachers, where girls rarely choose traditionally dominated roles like scientists, plumbers or carpenters. Development education methodologies can help fight against these stereotypes and try to educate children that they can do whatever they choose to. I also think that by showing children examples of people who have been employed in typically non-traditional jobs i.e. female plumbers, male nurses, female scientists etc, or asking guests to come in to speak to the class can change our students perceptions of what roles they can perform in the future.
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Gender Stereotypes in the Classroom
Gender stereotypes are deeply ingrained in our society and manifest early in children’s lives. A common scenario in my classroom is the disproportionate distribution of tasks based on gender. Boys are often expected to be more physically active in games or experiments, while girls are seen as more suited to quieter, nurturing roles. These unconscious biases limit students’ potential and hinder their personal development.
Development education can be a powerful tool to challenge these stereotypes. By incorporating diverse role models and exploring gender roles in different cultures, students can question their own assumptions. Cooperative learning activities and discussions about gender equality can foster empathy and respect. Additionally, analyzing media representations of gender can help students critically evaluate the messages they receive.
By integrating development education into our school’s curriculum and ethos, we can create a more inclusive environment where all students feel valued and empowered. This aligns with the goals of School Self-Evaluation (SSE) by promoting equality and diversity. By tracking changes in students’ attitudes and behaviors through SSE, we can measure the effectiveness of our development education initiatives.
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Hi Declan,
Thank you for your post here on gender stereotypes. You have raised a key point around ‘unconscious’ bias. Many of the societal issues around gender inequalities are rooted in this. As you have said, boys generally will take on the more physically demanding and labour intensive roles. This then continues as the children grow older and become generational. You have suggested some very doable activities to try to break this cycle and bring gender equality to the fore within schools and classrooms.
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While reading this module and module assignment, I recalled a scenario that happened in my classroom many years ago. I had a girl in my class who had a gender neutral name and she had very short hair, the class were in third class the first year joining the senior school so we as a staff we’re not familiar with the class groups. During the first week a staff member came in to take the head shots for each child Aladdin page, They said I will take the girls first, and the girls all came up to the top of the room , when is came to the girl with the short hair turn ,a comment was made something like “I asked for just the girls” and she replied but I am a girl. I know it was a simple mistake, but it really was an eye opener her me as her teacher and for the staff as a as a whole, girls do not have to look a certain way with long hair, etc. the children in the class had been together for four years and we’re so accepting of each other. It was lovely to see, they treated each other as equals.
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In a single-sex boys’ primary school, gender stereotypes can subtly influence how students perceive their abilities and roles. For instance, during an art lesson, I noticed a group of boys hesitating to engage with activities like painting and drawing, commenting that they were “not good at it.” This reflected a stereotype that creative subjects are less masculine, leading them to shy away from fully participating and exploring their creative potential.
Development education methodologies can play a crucial role in challenging these stereotypes. By introducing topics that encourage empathy, global awareness, and diverse perspectives, we can help students see beyond traditional gender roles. For example, discussing global examples of men excelling in creative fields—like male artists, writers, or dancers—can broaden their understanding of what is possible for them. Incorporating stories and activities that highlight the importance of creativity and emotional expression in various cultures and professions can also help dismantle the notion that these skills are gendered.
Moreover, encouraging boys to participate in a wide range of activities, from arts to sports to social initiatives, can help them develop a more balanced sense of self. By fostering an environment where all subjects and activities are valued equally, regardless of gender associations, we can help students feel confident in exploring all aspects of their abilities, ultimately promoting a more inclusive and well-rounded education.
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Hi Claire,
Thank you for your post. As someone who also teaches in an all boys’ school, this is something that I can fully agree with. I find the same exists in some cases with subjects like music and drama also. However, I’d be interested if this also is the case in mixed gender schools. Would the presence of girls who they perceive to be ‘good’ at art exacerbate their feelings towards the subject. Regardless, it points to a wider unconscious gender stereotype around the school subjects that boys and girls should be ‘good’ at. This carries onto to second level, with subjects like home economics and metalwork heavily dominated by one sex.
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I absolutely agree Claire! Gender stereotypes can definitely influence how boys view their abilities, even in an all-boys school. I’ve noticed some boys holding back from art because they think it’s not “masculine” enough. Using Development Education to show that creativity is valuable for everyone—by highlighting successful male artists and integrating diverse perspectives—can help change these views. Encouraging boys to dive into all kinds of activities, from arts to sports, can help them feel more confident in exploring their full range of interests.
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Gender stereotypes can significantly impact students from a young age, shaping their interests, self-esteem, and academic choices. Gender stereotypes can differ from culture to culture and a child’s home environement, nationality, religion, socio-economic background can all influence the stereotypes a child may be exposed to and the expectations placed on someone based on their gender.
In a 3rd class setting, I have observed a scenario where boys were encouraged to play with construction toys like lego and girls encouraged / expected to play with dolls/fairies etc. This subtle reinforcement of traditional gender roles through expectation can limit students’ exploration of interests and talents beyond these stereotypes.
To combat these stereotypes, Development Education methodologies can be integrated into the classroom. For example, teachers can use activities that challenge traditional gender roles, such as mixed-gender group projects where students take on various roles, regardless of their gender. Lessons can include inclusive materials, role-playing activities, stories and role models from diverse backgrounds, with diverse careers and interests, highlighting achievements across all fields and encouraging students to pursue any interest or career path. It is important to celebrate a variety of acheievments in the classroom also instead of only celebrating traditional academic and sporting acheivements.
Incorporating these approaches into the School Self-Evaluation (SSE) process can ensure that the school promotes gender equality and inclusivity. By assessing and adapting teaching practices to address and reduce gender biases, schools can foster an environment where all students feel empowered to explore their full potential.
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Gender stereotypes can have a big impact, and in the all-boys school where I teach, I have found them to be even more pronounced. Without girls around, there can be a stronger push towards traditional male roles. For instance, I’ve seen boys hold back during art or drama when it involves tasks they see as “feminine,” like playing a nurturing role or drawing something delicate. This hesitation isn’t because they lack interest or ability, but because they’ve absorbed societal expectations about what’s “appropriate” for boys.
Development Education can be really effective in addressing gender stereotypes. By creating a classroom environment that values all interests, we can help boys explore roles beyond traditional sports activities. Incorporating lessons on empathy, diversity, and different perspectives encourages them to embrace a wider range of interests. Featuring male role models who excel in roles often seen as “feminine” can also broaden their views.
In our sports-focused school, each class from Junior Infants to Sixth Class performs a drama play each year. This emphasis on drama offers a valuable opportunity to challenge stereotypes. Younger students often look up to the older boys for what is considered “cool” or “masculine,” so using our drama performances to highlight diverse roles and interests can help shift these perceptions. By promoting acceptance and exploration of various interests, we can create a space where all students feel free to be themselves and break away from narrow societal norms.
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Hi Niamh,
I think by their very nature single-sex schools are predisposed to more overt perceptions around gender roles and I thinks it is not just in your situation the absence of girls, I think the same issues arise in all-girls schools also and that is just reality in a large proportion of schools in Ireland. There is however so much you can do in an all-boys school (or indeed all girls if that was the case) using a debate-led approach when discussing gender. There is of course a bigger picture too, it’s so important at a whole school level to clearly articulate the school’s commitment to having a culture of equality and respect irrespective of the gender makeup of the school.
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