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Gender Bias in Curriculum and School Practices
Gender Bias in Curriculum and School Practices
1
Gender difference:
Real/supposed?
Observation:
Boys are generally
active, playful,
confident, bold,
demanding, loud, all
time rough,
aggressive, kicking,
and fighting.
[v/s]
These differences are result of ages of social experience of
the two sexes. Hence changeable. (Janie Whyld,1983)
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Gender bias in
school
Operates in almost all facets of
the school life
Curriculum: subject matter, learning
experience, evaluation
Educational materials Content;
Language; Illustration
Classroom interaction
Examination
Assessment techniques; Questions
School organization
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Gender bias in Content
Subject image
• Feminine: Home science,
cookery, typing, biology,
nursing
• Masculine:Physics, chemistry,
maths, woodwork
Thematic content
• Invisible women
• Unequal or inadequate
representation of women
• More importance to males,
men, or boys.
Gender stereotypes
• Role stereotyping
• Character stereotyping
• Polarization of ‘male’ and 6
‘female’ characteristics
Language
Derogatory
representation
Generic use of terms: Women are presented as
objects of sex.
Common phrases:
‘Pioneers moved west
taking their wives and Men of science Farmer and his wife
children’
7
Illustration
Men are figured predominantly
than women;
Assumed difference in
abilities as a source
of bias
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Examination
Exam syllabus
Most of the academics who prepare the syllabus and
textbooks are men. Syllabus may reflect a male view of
life.
Assessment techniques
Boys perform better than girls on multiple-choice
questions. Girls perform better on essay type questions.
Both sexes perform equally on structure questions
Questions
Question related to ‘male’ games
E.g. Find out the batting average of famous cricketer,
Questions about football scores
10
School
Organization
Emphasizing
the difference
Sex as the common
basis for dividing
students for various
purposes (Cleaning,
Roll call, uniform,
separate play
grounds, girls first,
boys monopoly of
games space )
11
School Organization-2
Control of pupils
Boys and girls are disciplined in different
ways.
Corporal punishment reserved for boys
Naming: Calling boys by surname and girls by
first name; Calling a boy a girl.
Counseling and discipline: same sex staff for
discipline and counseling; emphasis gender
roles.
Sexual harassment: generally ignored.
12
School Organization and
Gender Division-3
Preferential
treatment
Resource allocation:
labs, ICT, play
materials,
Staffing: primary
teachers are mostly
female, preference for
male HM in high
schools, women
teachers not fit for
controlling boys or
managerial tasks
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Eliminating gender bias
in education
Education and society are
organically linked.
Therefore complete
elimination of gender bias
in school curriculum is not
possible as long as the
society remains male
dominated.
Then, what can we do?
14
Change in mind set
(Face off)
We still presuppose that it is mother who
should bear final responsibility for home
and childcare.
Women are expected to work, but men are not
expected to assume responsibility for the home and
childcare.
It is time for both
Men & Women
to have equal and
interchangeable
roles at home and
at work.
15
Women in top positions
The strategy: Encourage
the girls to enter the
field that enable a
person to reach top
positions.
Suppose a school or a
teacher divides the students
into groups based on caste
or religion or economic
condition. If this idea of
emphasizing social class
shocks you, why does the
emphasis on gender not
produce the same response?
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Concluding remarks
There will never be gender
equality without a massive
shift of economic power to
women.
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