Gender and

School

Prepared by: K. H. SAPUTIL

D. B. VALE CRUZ
Department of Biological Sciences
College of Arts and Sciences
Cavite State University
Set of Topics

Definition of School 01
02 Perspective
School as Gender 03
Socialization Gender
04 Differentiation
 01
- Addtionally as a primary socializing agent, Schools have a
tremendous opportunity and responsibility to be inclusive of
all students, regardless of their gender identity or expression.
-And this role, educational institutions and the professionals
associated with them can significantly impact the decree in
to which gender diversity and children and teens is viewed,
either positively or negatively

What is school?
educational institution
designed to provide learning
spaces and learning
environments for the
teaching of students (or
"pupils") under the direction
of teachers.
-
 School

Human Potential
School is the place where children
should be exploring ideas and
discovering new skills.

- School also houses for the potential of

students where they are exploring ideas and
discovering new skills.
- It is also said that by sending a message that
certain pursuits are off limits simply because of a
person’s gender, we lose access to an incredible
source of human potential.
 School

School related violence

It is a pervasive issue in some countries
among students.
- Sadly though, the main goals of school is for the students to learn and
develop their skills, school related violence still prevails.
- School related violence is a pervasive issue in some countries among
students. It is often perpetrated as a result of gender norms and stereotypes
and enforced by unequal power dynamics.
- A great deal of attention has been paid to the bullying of LGBT students,
particularly at the second very level.
- Teen suicides have been all too familiar in the nations headlines.
- However, what is critical to recognize is that much of the mistreatment
leading to these tragedy is in fact grounded in issues of gender that are
present most as soon as our children enter school.
- Not being masculine or feminine enough can be a cause for cruelty among
kids.
-Beginning as early as pre-school, long before sexual attraction or orientation
or even being considered. Elementary school students are targetted based on
their perceived lack of conformity to their peers gender norms.
 Perspective

Schools once again have the opportunity,

and the responsibility, to help lead the way
to greater acceptance and inclusion for
young people of all genders
- Schools must support and respect a student's
choice to identify as their desired gender, and when
this does not aligned with their designated sex at
birth.
- Facilitate gender responsive instruction curricula and
textbooks should be free from gender bias and
promote equality in gender relations.
- How students perceive themselves and how they
project their role in society is shape to some extent by
what they experience in school.
 SCHOOL AS GENDER SOCIALIZATION
Gender socialization is
the process which
children learn about the
social expectations,
attitudes and behaviors.

- Typically associated with boys and girls.

- Schools are important context for the socialization of young
children’s gender attitudes and behavior.
- Teachers and classmates shapes children’s gender attitudes and in
turn, gender differences in cognition and behavior. Thus, most school
create and maintain rather than counteract traditional gender
stereotypes biases and differences.
- Schools are major context for gender socialization, in fact because
children spend large amounts and time engage with peers and such
settings.
- Schools can magnify or diminish gender differences by providing
the environment that promotes within gender similarity and between
gender differences.
 Problems
Schools’ affect gender differentiation
via two primary sources: teachers
and peers.
- Teachers and peers both directly influence gender differentiation by
providing boys and girls with different learning opportunities and feedback.
- They are also sources of learning about gender.
- Teachers present curricular materials that contain gender stereotypic
behavior and peers exhibit gender stereotypic attitudes and behavior.
- On the other hand, children internalize gender stereotypes and prejudices
which in turn guide their own preference and behavior.
- So in summary, sometimes the environment causes gender differentiation
to become as a source of indifference or estranging themselves to the
spectrum that is the gender
- So because of this, modules or lessons that contain typical stereotypic
gender roles for men and women such as those elementary textbooks that
promote women ”women clean the house”, so those are stereotypic and
should be prevented.
 - No matter how many efforts we put for gender equality,
there will be differences between genders.
Gender differences in
Physical differences
- Physically, boys tend to be more active that girls, and by the same
token more restless if they have to set for long periods.
Social differences
- Boys more likely to speak up during a class discussion, sometimes even if not called
out. Or even if they do not know as much about the topic as others class, for short
mema
- When working on a school project, furthermore they tend to ignore girls comments and
their contributions to the group. So these are just basically stereotypes.
- The reality of what is transpiring in a typical classroom setting..
Academic and
cognitive differences
- Girls are more motivated than boys to perform well in school, at least
during elementary school.
- Boys likely better at math or girls slightly better at reading and
literature.
the classroom
Attention paid
- In spite of most teachers desire to be fair to all students, it turns out that they
sometimes distribute praise and criticism differently to boys and girls.
- Teachers tend to praise girls for good behavior regardless of its relevance to
content or to the lesson and tend to criticise boys for bad and inappropriate
behavior.
Public talk versus private
talk
- According to the researchers, teacher interacts with boys more often by than with girls by a
margin of 10-30%, depending on the grade level of the students and the personality of the
teacher.
- Teachers tend to talk to boys from a greater physical distance than when they talk to girls.
- Distributing praise and criticism and the fault and the causes of inequality in gender identity in
school or in summary is not just on the student’s perspective, it’s the teachers and their
environment that they shape the students to learn.
- The modules, everything you see in school can contribute to how you orient yourselves and
how there are inequality still prevailing in certain classrooms.
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