Gender stereotypes in education: Development, consequences, and interventions

Kollmayer, Marlene; Schober, Barbara; Spiel, Christiane

doi:10.1080/17405629.2016.1193483

Cited by 129 publications

(108 citation statements)

References 34 publications

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“…For example, Moser and Masterson (2014) found a preponderance of male terms in children’s books which might contribute to the development of gender stereotypical ideas in childhood. Moreover, Moser and Hannover (2014) found that schoolbooks for German contained more gender fair terms than schoolbooks for mathematics which might contribute to gender-stereotypical educational and occupational careers (Kollmayer et al, 2016). Considering that implicit biases are seen as major contributors to the perpetuation of discrimination (Devine et al, 2012) and that even very short texts have the potential to reduce male bias in mental representations, it seems necessary to implement gender-fair language on a larger scale, especially in stereotypically masculine contexts and domains, to promote efforts in ending discrimination.…”

Section: Discussionmentioning

confidence: 99%

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

et al. 2018

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This experimental online-survey study investigated if different written language forms in German have an effect on male bias in thinking. We used answers to the specialist riddle as an indicator for male bias in mental representations of expertise. The difficulty of this thinking task lies in the fact that a gender-unspecified specialist is often automatically assumed to be a man due to gender stereotypes. We expected that reading a text in gender-fair language before processing the specialist riddle helps readers achieve control over automatically activated gender stereotypes and thus facilitates the restructuring and reinterpretation of the problem, which is necessary to reach the conclusion that the specialist is a woman. We randomly assigned 517 native German speakers (68% women) to reading a text on expertise written either in gender-fair language or in masculine generics. Subsequently, participants were asked to solve the specialist riddle. The results show that reading a text in gender-fair language before processing the riddle led to higher rates of answers indicating that the specialist is a women compared to reading a text in masculine generics (44% vs. 33%) in women and men regardless of their self-stereotyping concerning agency and communion. The findings indicate that reading even a very short text in gender-fair language can help people break their gender-stereotype habit and thus reduce male bias in thinking. Our research emphasizes the importance of using gender-fair language in German-language texts for reducing gender stereotypes.

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Section: Discussionmentioning

confidence: 99%

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

et al. 2018

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“…Regarding childhood, there are multiple studies that show how boys and girls internalize the traditional gender roles that prevail in society from an early age (Jackson, 2007). This internalization has a decisive effect on their academic development, their perception of their own abilities (regardless of their real abilities), and their personal, vocational and job aspirations (Kollmayer et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

2020

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“…As far as the last research question is concerned, it is assumed that the gender stereotypes which concern occupations and jobs and appear in the 4 th, 5 th and 6 th grade coursebooks may influence and perhaps even shape students' attitudes towards a future career choice. According to most of the teachers, this influence can be reinforced or it can also be diminished by the teacher if appropriately approached, as the teacher can influence his or her students through the transmission of ideas and attitudes [12][13][14][15][16][17][18][19][20]. Overall, teachers believe that career choices are the result of a combination of factors, the most significant of which is the influence the family exerts on the student as well the social perceptions which exist within the society in which the student lives [10].…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, gender stereotypes constitute the ideas that define the attitude which a society may have of the skills, the preferences and the social roles a male or a female should have or should 'play' (especially when considering the role each gender plays in a given society) when living in that particular society [15]. Gender stereotypes are also considered to be the characteristics that are attributed to people based on their gender [16].…”

Section: Stereotypes and Gendermentioning

confidence: 99%

Occupation and Gender Stereotypes in Primary School: The Case of the English Language Coursebooks in Greek Primary Schools

Teliousi¹,

Zafiri²,

Pliogou³

2020

ujer

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This research refers to gender stereotypes, which exist in English language coursebooks in Greek primary schools and the possible influence these stereotypes may exert on the choice and development of an individual's career. After conducting a content analysis on the Primary School's English language coursebooks, the results prove the existence of gender stereotypes mainly in the 5 th and 6 th grade coursebooks. The references and pictures, which show male performing certain occupations obviously outnumber the ones depicting female occupations. Furthermore, in the coursebooks, there are stereotypical ideas such as: manual occupations which are ruled by men, while occupations which relate to education and care are performed by women. Moreover, an attempt was made to triangulate this research with semi-structured interviews, which were conducted to English language teachers. According to the English language teachers' experiences, the existence of gender stereotypes on occupation is evident in the English language coursebooks of the 4 th ,5 th and 6 th grades, but is minimal in the textbook of the 3 rd grade. To sum up, most of the teachers, who were interviewed claim that later in life, career choice is influenced by the stereotypes which exist in the 4 th , 5 th and 6 th grade coursebooks, but only to a limited extent. According to the teachers who were interviewed, the teaching methods and approaches, which are applied by the teachers and which concern the teaching of the coursebooks and the social and family background of the students are the main factors, which influence the student and which exert a strong impact on the student's career choice.

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Gender stereotypes in education: Development, consequences, and interventions

Cited by 129 publications

References 34 publications

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Occupation and Gender Stereotypes in Primary School: The Case of the English Language Coursebooks in Greek Primary Schools

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