WUNRN

http://www.wunrn.com

 

NUT - National Union of Teachers UK

http://www.teachers.org.uk/educationandequalities/breakingthemould

UK PROJECT BASED IN FIVE PRIMARY SCHOOLS ABOUT GENDER STEREOTYPES

The NUT worked for two years with five primary schools to consider how ‘traditional’ gender stereotypes could be challenged in nursery and primary classrooms. The project quickly acquired the name Breaking the Mould. The five schools were provided with support and training.

Direct Link to Full 32-Page Publication:

http://www.teachers.org.uk/files/stereotypes-stop.pdf

 

CONCLUSIONS

Education should ensure that children are equipped with skills that will enable them to pursue as wide a range of opportunities as possible. It should encourage them to challenge attitudes and beliefs which can reduce their own and others’ options and equip them with the selfconfidence and resilience to overcome obstacles to self-fulfilment. The influence of gender stereotypes limits the range of experiences many children will engage with at school – in terms of the books they read, games they play, subjects they study and even the other people with whom they socialise. The repercussions of these limitations may continue to impact on their lives – at work, in society and within families. By failing to challenge them, we are re-inventing those boundaries for each generation.

Through education, we can challenge the message – still widely promoted – that children and adults should act in a gender ‘appropriate’ way and be judged in different ways depending on their sex – including that the greatest achievement for any young woman is to be conventionally physically attractive. This is vital if we are to achieve progress on issues such as the gender pay gap and sharing of caring responsibilities or to challenge the idea that professional success is ‘unfeminine’.

We must offer boys a broader view of masculinity, debate what it takes to be a ‘proper’ man and question some of the expected behaviours and attitudes that continue to exclude some boys from engaging with learning and prevent some fathers from planning or adapting their career or working patterns to allow time with their children.

Despite the potential gains for society and individuals, there is still scant support and encouragement for schools to do this work. The NUT is proud that staff in the project schools worked hard to develop and trial resources and approaches.

It is hoped that this work is the beginning of an ongoing discussion – a step change in the importance accorded to challenging sexist attitudes in schools. Schools are now required to report on how they are meeting the requirements of the Public Sector Equality Duty. Work like that outlined in this report makes a valuable contribution to demonstrating a school’s confidence to address sexism and inequality in general.

Much of the evidence gathered for the report indicates that challenging gender stereotypes across the whole curriculum needs to be an explicit objective. Many of the sexist representations of male and female characters in books and other resources – as well as the attitudes of pupils (and staff) – went unnoticed until schools were prompted to look for them.

Gender stereotypes can be affirmed or challenged in every aspect of school life. The ‘traditional’ school fete – where dads operate the coconut shy and mums sell cakes – may be a thing of the past but there are many other occasions where such divisions help to shore up outdated ideas about male and female roles.

The data from the five schools proved to be incredibly rich. Evaluation of the strategies used produced these key themes and areas for development:

In schools, just as in wider society, we tend to stress the differences between girls and boys far more than the similarities. We need to think of children as individuals and try not to impose expectations on them linked to gender. We can begin by making small changes to the ways in which we constantly differentiate the sexes – such as referring to ‘children’ rather than ‘girls and boys’ and not marshalling pupils in single sex lines.

Opportunities to challenge stereotypes occur throughout the curriculum. Start making a difference today by noticing and questioning them whenever they occur. Challenge colleagues to reflect on their use of language and to ensure that they do not perpetuate stereotypes. Encourage them to act as role models in the way they talk about their own interests and tastes. At the very least, avoid making choices for children based on gender – such as handing out pink and blue stickers.

Start when children are young – Encourage the non-stereotypical behaviour of nursery children and make sure to challenge emerging stereotypes in the early years through discussions about toys, games and activities and ensure that, where possible, books and other resources do not affirm them.

Engage the support of parents and carers by raising awareness of the impact of challenging gender stereotypes and discussing the ways in which they limit attainment and aspiration.

Challenging stereotypes about gender benefits all girls and all boys. Some boys undoubtedly remain socially vulnerable because of the pressure to measure up to narrow social norms of masculinity and there was a perception that ‘tomboy’ girls may have an easier time of things at school than the ‘quiet boys’. However, all adults are constrained by gender stereotypes in different ways and gender stereotypes perpetuate gender inequality. Building resilience and awareness in both boys and girls will make it easier for all children to express and fulfil themselves in less stereotypical ways. This is a key precursor to equality between men and women and a more equal society.

Schools and their staff are busier and under greater pressure than ever. Those involved in the project were working in very different contexts but all recognised the value of talking and thinking about gender and its links to improvements in pupil behaviour, engagement and the enjoyment of learning. One head teacher talked about being “conspiratorial” in challenging some of the messages children receive outside school. Remember to inspire as well – and do not be afraid to surprise and even confuse children with new ideas. It is often through confusion that our minds open up to new possibilities.

Breaking the Mould was a small project and there was not enough time to address everything  the teachers wanted to explore. There are examples in the report of how staff intended to continue developing work they initiated as part of the project. Other things they would have liked – or intend – to address further included:

• Work on body image and asking why so many women alter their bodies or try to hold back the physical effects of ageing

• Work on relationships. For example, schools were concerned that so many KS3 girls were experiencing unwanted sexual advances and that boys felt obliged to pressure girls. They acknowledged a need to consider more explicitly how work in primary schools could contribute to helping children manage these pressures

• Considering how gender stereotypes are often used to police sexuality and looking at breaking down stereotypes about gender roles in families – including acknowledging that some children have two mums or two dads.