LANGUAGE EDUCATION

AND GENDER SENSITIVITY

Obie Noe B. Madalang
 100 WOMEN: 'WE CAN'T TEACH GIRLS OF THE FUTURE
WITH BOOKS OF THE PAST'

• In a textbook for students in Tanzania, boys are strong and

athletic, while girls just look proud of their pretty frilly dresses.
• In a primary school reader in Haiti, pupils learn that mothers
"take care of the kids and prepare the food" as fathers work "in
an office".
• There's a Pakistani illustrated book where all politicians,
authoritative and powerful, are male.
• In Turkey, a cartoon of a boy shows him dreaming of becoming
a doctor.
• Meanwhile a girl imagines herself as a future bride in white
gown.
• The list goes on - and knows no geographical boundaries.
• Gender bias is rife in primary school learning books
and can be found, in a strikingly similar form, on every
continent, various experts say.
It is a problem "hidden in plain sight".
"There are stereotypes of males and females
camouflaged in what seems to be well-established roles
for each gender," Rae Lesser Blumberg.
INVISIBLE OR STEREOTYPED

• Last year, the UN's education agency Unesco issued a stark warning.
• Sexist attitudes are so pervasive that textbooks end up undermining the education of
girls and limiting their career and life expectations, Unesco says - and they represent a
"hidden obstacle" to achieving gender equality.
• Whether measured in lines of text, proportion of named characters, mentions in titles,
citations in indexes or other criteria, "surveys show that females are overwhelmingly
underrepresented in textbooks and curricula", says University of Albany's Aaron Benavot,
former director of Unesco's 2016 Global Education Monitoring (GEM) report.
• The problem is threefold, experts say.
• The most evident aspect is the use of gender-biased language, as often male words are
chosen to mean all of humanity.
• Then there's an issue of invisibility, as women are often absent from the texts, their roles
in history and everyday life subsumed by male characters.
• "There was one textbook about scientists I particularly remember, and the only woman in it was
Marie Curie," says Prof Blumberg.
• "But was she shown discovering radium? No, she was timidly peeking over her husband's shoulder
as he spoke to somebody else, a man who looked elegant and distinguished."
• Thirdly, there are traditional stereotypes in use about the jobs that men and women perform,
both in the household and outside, as well as cliched social expectations and traits assigned to
each gender.
 • An Italian textbook provides a striking example in a chapter that teaches vocabulary for different
occupations, with 10 different options for men, from fireman to dentist, and none for women.
• Meanwhile, women are often portrayed in domestic tasks, from cooking and washing to caring for
the children and elderly.
• "The concern is also that women are portrayed as passive, submissive, fulfilling these gender
stereotypical roles," says education specialist Catherine Jere, a lecturer at the University of East
. Anglia who was also involved in the GEM report.
FACILITATING AWARENESS IN THE CLASSROOM

• Ensure educational materials are free from gender stereotypes.

• Challenge expectations of professions typically associated with a particular gender, for
example include a female construction worker or soldier and a male secretary or nurse.
• Avoid the term ‘guys,’ which may make female students feel excluded, use gender-neutral
pronouns like ‘everyone.’
• Do not refer to stereotypical characteristics like ‘boys don’t cry’ or ‘girls don’t fight’ which
limits understanding of gender roles.
• Address phrases like ‘you play like a girl’ or ‘man up,’ and point out the gender implications of
these statements and help find alternative phrasing.
FACILITATING AWARENESS IN THE CLASSROOM

• Avoid segregating boys and girls into separate lines, separate sports activities and mix
seating up in the classroom.
• Ensure any educational materials used show genders in equal measure.
• Mix boys and girls to work on projects together.
• Explore gender concepts and roles from different communities.
• Help students identify instances of gender bias, through awareness activities or historical
events, laws and cultural changes.
10 WAYS TO CHALLENGE GENDER STEREOTYPES IN
THE CLASSROOM
• What are Gender Stereotypes?
• Gender stereotypes in school are preconceived ideas about how boys and
girls should behave, perform, and engage based on their gender. Because of
these stereotypes teachers’ expectations, classroom interactions, and
students’ self-perceptions might be affected and behave differently. Gender
stereotypes will greatly affect the creation of an inclusive and equitable
learning environment disturbing the success of all students.
WHAT ARE SOME EXAMPLES OF GENDER
STEREOTYPES IN SCHOOLS?
• In school, stereotypes can unintentionally affect students’ experiences.
Look at the following examples:
• Boys excel in math and girls excel in language arts
• Girls and boys cannot work together or be friends with each other
• Students of certain ethnic backgrounds are expected to perform better or
worse in specific subjects
WHAT ARE SOME EXAMPLES OF GENDER
STEREOTYPES IN SCHOOLS?
• Quiet students being less intelligent than their more vocal peers
• Athletic students are weak in academics
• Boys are slower to girls in reading
• All science groups in class are named after men
• Assigning roles based on gender, such as assuming boys are better leaders
10 STRATEGIES TO PREVENT GENDER STEREOTYPES
IN THE CLASSROOM
• 1. Create a safe space
• School should be a safe place to learn and explore, where students
have the freedom to choose colors, toys, games, and friends, and
participate in activities without being judged. They should be able to
speak up without fear, and teachers should reassure students that it
is okay to be different and encourage cultural acceptance.
• 2. Challenge stereotype when you hear them
• “Why can’t boys wear pink? My brother does.” “Why don’t girls like
football? My sister plays.” Whenever teachers hear such
stereotypical experiences or sentences from students, they should
address them. Teachers can do this by questioning the students and
offering counter-examples from their own experiences.
• 3. Provide a number of role models
• Provide children with real-life examples that counter stereotypes.
Male teachers can share if they cook in their homes. Name science
groups after female scientists, and if possible, invite visitors who
challenge stereotypes, such as female firefighters or male nurses.
Instead of guiding, teachers should do this to change students’
perceptions subconsciously.
• 4. Choose books wisely
• Most storybooks and even textbooks depict gender inequality.
For instance, girls are shown playing with dolls, while boys play
cricket. Choosing books that portray characters displaying
behaviour associated with the opposite gender can help change
students’ stereotypical behaviour.
• 5. Conduct activities that break gender biases
• Gender bias at home often results in girls being denied equal
opportunities to attend school. Teachers can engage all students in
household tasks such as cooking, cleaning, and washing utensils.
Additionally, teachers can encourage boys to participate in activities like
rangoli, mehendi, and crafts, while also encouraging girls to participate in
sports like cricket.
• 6. Find alternative ways to group children
• Have you ever lined up your students based on their gender
during recess? This can reinforce gender stereotypes. Instead,
groups can be formed based on age, birthdays, or the alphabet.
Teachers should also encourage students to form friendships
with all genders to help them view their identities differently.
• 7. Address your students equally
• Teachers can change the way they address their students by avoiding
gender-specific terms like “girls” and “boys” and using more neutral terms
like “students” or “friends.” Nicknames such as buddy, mate, sweetheart,
or honey can reinforce gender stereotypes by treating boys as tough and
girls as delicate. Gender-specific nicknames can also make LGBTQIA+
individuals feel excluded.
• 8. Check your own mindset and assumption
• Teachers should analyze their biases and assumptions outside
the classroom. They can ask themselves questions such as who
they spend time with, who their friends are, and how they view
their professional and personal work. Teachers should aim to
clear their biases before entering the classroom.
• 9. Plan ahead for how you would respond to a transgender
or gender non-conforming child
• If there is a transgender child in the classroom, teachers should
teach all students to treat them with equality and respect. If there
are no gender non-conforming children in the classroom, teachers
should still prepare themselves and their students to be
compassionate and understanding towards those who are different
from them.
• 10. Use theatre
• Drama is a powerful tool for conveying messages and bringing
about change. Teachers can assign female characters to male
roles, and vice versa, to challenge traditional gender
stereotypes. Additionally, students can play roles of different
genders to develop empathy towards each other.
HOW TEACHERS PLAY A CRUCIAL ROLE IN PREVENTING
GENDER STEREOTYPES IN CLASSROOM?

• Teachers play a vital role in shaping young minds and have a significant influence on how
students perceive and understand gender roles. By actively challenging gender
stereotypes in the classroom, teachers can create a more inclusive and equitable learning
environment.
• Here are some recommendations through which teachers can combat gender
stereotypes:

• Encourage Equal Participation: Actively involve all students in class

discussions and activities, ensuring both boys and girls are equally
engaged.
• Promote Fair Opportunities: Offer equal opportunities and fair
treatment to every student, avoiding any gender-based favoritism.
• Implement Inclusive Seating and Material Distribution: Organize
seating arrangements and distribute resources without gender bias.
• Assign Roles Without Gender Bias: Allocate classroom roles
and responsibilities without reinforcing traditional gender
stereotypes.
• Incorporate Gender-Neutral Examples: Use examples and
scenarios in lessons that are free from gender bias to
promote inclusivity.
• Raise Awareness on Gender Equality: Facilitate discussions,
share stories, and show videos on health, sex education, and
gender equality to build awareness and respect.
• Use Diverse and Inclusive Learning Materials: Choose educational materials that
celebrate diverse achievements and promote gender equality.
• Create a Safe and Supportive Environment: Ensure the classroom is a safe space
where students can freely express themselves and challenge societal norms.
• Foster Critical Thinking: Encourage students to question and critically evaluate
societal norms and stereotypes, promoting a more inclusive mindset.
HOW CAN WE OVERCOME STEREOTYPES IN THE
CLASSROOM?
• In school and classrooms, Gender stereotypes can be avoided in the following ways:
• Prevent usage of certain words: Address the class with gender-neutral terms like “students” or
‘children’ instead of “boys and girls” to promote inclusivity.
• Create a Safe Place: Set up a classroom atmosphere where all students feel safe to express
themselves without fear of judgment based on gender.
• Have safe talks: Support all students in exploring a variety of subjects, including those
traditionally associated with the opposite gender, such as encouraging girls in STEM and boys
in humanities, or when speaking about specific jobs, try saying things such as ‘a female builder’
or ‘a male nurse’.
HOW CAN WE OVERCOME STEREOTYPES IN THE
CLASSROOM?
• Challenge Stereotypes: Actively avoid stereotypes when they arise, correcting
misconceptions and highlighting various role models.
• Promote Equal Participation: Ensure both boys and girls have equal opportunities to
speak, lead, and participate in class activities.
• Diversify Classroom Materials: Use textbooks, stories, and examples that represent
diverse genders in various roles and professions.
• Model Behavior: Teachers should display non-stereotypical behaviours and attitudes,
showing that interests and abilities are not limited by gender.
HOW CAN WE OVERCOME STEREOTYPES IN THE
CLASSROOM?
• Educate About Stereotypes: Teach students about the impact of gender stereotypes and
encourage critical thinking about gender roles.
• Avoid Assumptions: Do not make assumptions about students’ abilities or interests based
on their gender; treat each student as an individual.
• Provide Diverse Role Models: Invite speakers and showcase individuals from various
fields and backgrounds to show that success and interests are beyond gender.
THEY, THEM PRONOUNS???
(WHAT DOES IT MEAN WHEN SOMEONE'S PRONOUNS ARE THEY/THEM?)

• When someone uses they/them as their pronouns, it means that you

should refer to them with those pronouns. Even if you think the person
looks like a "she" or a "he," the appropriate thing to do is to use the
pronouns that a person informs you are the right ones for them.
• Because they/them pronouns are not gendered, you may safely assume
that a person who uses them doesn't want to be referred to by gendered
pronouns.
THEY, THEM PRONOUNS???

• You can't really assume anything else about the person's gender,
though. That's because there are many reasons why a person
might be best suited with non-gendered pronouns.
• For instance, they might be nonbinary, gender expansive,
transgender, bigender, or gender non-conforming. They also may
identify in a way that doesn't fit any of those descriptions.
SIR OR MA’AM?
FILIPINO OR FILIPINA?
•Is sensitivity a sensitive
issue?
•Why or why not?
• Actually, it depends on the emphatic and emotional quotient of the person.
• If you love or ‘don’t care about’ hurting the feelings of others and you are happy
making them feel bad; you are not a sensitive person which reflects your deep-
seated misery.
• By pleasing your learners by respecting each one’s individuality, you bring in the
sunshine inside the classroom even if there is a storm brewing inside of you.
Believe me, that storm will dissipate sooner or later and everyone will end the
day with a promising sunset.