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Chapter : 00:00 – Gender As A Social Construct – Gender Roles, Gender Bias & Educational Practice
Chapter : 00:18 – Important Topics in this video
Sex v. Gender – What is the Difference?
Theories on Gender Role Development
Gender Socialisation
Gender Roles & Role Typing
Gender Stereotypes
Gender Bias, Prejudice, Discrimination
Gender Inequality
Gender Equality & Equity
Gender Implications in Educational Practices
Gender Bias in the Classroom
Sample Questions
Chapter : 00:52 – Sex v. Gender – What is the Difference?
Sex refers to the Biological difference between Males & Females
People are classified as ‘Male’ or ‘Female’ on the basis of their reproductive organs or chromosomes – XY or XX
Sex is a Biological construct
Gender refers to the social and cultural definitions of men and women are called gender
For example, a society may expect Girls to dress in a particular or expect Boys to behave in a particular way
Gender is a Social Construct
Chapter : 02:04 – Theories on Gender Role Development
Albert Bandura – Social Learning Theory Children learn about gender roles by watching and imitating models. A little girl may watch her mother put on makeup every morning and come to the conclusion that girls should wear makeup.
Lawrence Kohlberg – Cognitive Development Theory Children determine their gender roles through three processes – Gender Identity, Gender Stability, and Gender Constancy. These three stages occur during the pre-operational and concrete operational stages of Piaget’s cognitive development theory.
Gender Identity – Recognizes biological & external differences in genders. Thinks gender is changeable.
Gender Stability – Begins to understand that gender does not change over time.
Gender Constancy – Understands that gender does not change despite change in external appearance.
Chapter : 05:06 – Gender Socialization
Gender socialisation is the process through which children learn about social expectations, attitudes, and behaviours typically associated with boys and girls
Sources of Gender Socialization Parents, Peers, Media, Teachers, Community
Chapter : 06:19 – Gender Roles and Stereotyping
Socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for men and women
Gender Role Typing example – Male actors played the female roles in India’s first full-length feature film ‘Raja Harishchandra’ (1913), as acting was not considered a profession for women.
Gender Stereotyping People assume that the words ‘teacher’ and ‘nurse’ refer to women, and that ‘pilot’, ‘soldier’, ‘doctor’, and ‘engineer’ refer to men.
Chapter : 07:53 – Gender Prejudice, Bias & Discrimination
Prejudice – A strong, preference, liking or dislike, without good reason.
Gender Bias – Gender bias is the tendency to prefer one gender over another. It is a form of Unconscious bias, or Implicit bias
Gender Discrimination – Gender discrimination is discrimination based on the gender of the person. It is Conscious, Deliberate & Explicit bias
Gender Prejudice, Bias & Discrimination can happen, At Birth, In Education, In Employment, In Wages & Salary, In Opportunities
Chapter : 10:35 – What is Gender Inequality ?
Sex – Gender – Gender Socialization – Roles – Stereotypes – Gender Prejudice – Bias – Discrimination – Inequality
Gender inequality is the social phenomenon in which men and women are not treated equally.
Chapter : 12:36 – Gender Inequality in India
2011 Census Gender Ratio – 1000 Males – 943 Females
As per the 2011 national census, the rate of literacy for – men – 80.9 % – women – 64.6 %
Chapter : 14:27 – Gender Equality & Equity
Equality means each child is given the same resources or opportunities.
Equity recognizes that each child has different circumstances and allocates the resources & opportunities to help reach an equal outcome.
Equality is Resource focused
Equity is Result focused
Chapter : 15:37 – Gender Bias & Discrimination in the Classroom
A Teacher may always say that “I treat all my students equally”, But there may be bias, discrimiation and stereotyping in the classroom.
Boys
– Can be mischievous, noisy – “Boys will be boys!”
– Should study hard & pursue a career
– Can go outside for higher studies
– Expected to be emotionally strong
– Should take up Math & Science
– Need extra attention
– Education is an investment
Girls
– Should be well behaved & obedient
– Need not worry much about studies; after all, they just need to grow up and get married
– Should stay closer to home
– Expected to be emotionally weak
– Should take up easier subjects “Girls are weak in Math & Science”
– Don’t need extra attention
– Education is an expense
Chapter : 17:16 – Addressing Gender Bias & Discrimination
– First Recognise the problem – Accept that Discrimination & Bias exist in the classroom
– Ensure Teachers are trained to recognize Bias & Discrimination in their interactions
– Avoid gender stereotypes in classroom. E.g. Boys don’t cry, Girls shouldn’t go out alone
– Avoid separating Girls & Boys into separate groups
– Enable equal access – avoid creating ‘Girls only’ or ‘Boys only’ activities
– Play material should not be stereotyped – e.g. Barbie dolls for Girls, Cars for boys
– Ensure Girls are given equal opportunities to lead in the classroom
– Make use of ‘She’ & ‘He’ equally in learner activities
– Examples, References & Illustrations should not be biased – e.g. Men as pilots
– Expose students to strong role models from real life e.g. Sunita Williams in EVS lessons
– Encourage children to question stereotypes
Chapter : 20:11 – A school gives preference to girls while preparing students for state-level solo-song competition. This reflects
– gender bias
– global trends
– pragmatic approach
– program thinking
Chapter : 20:36 – In order to avoid gender stereotyping in class, a teacher should
– encourage boys to take risk and be bold
– try to put both boys and girls in non-traditional roles
– appreciate students good work by saying ‘good girl’ or ‘good boy’
– discourage girl from taking part in wrestling
Chapter : 21:36 – Gender discrimination in a classroom
– does not affect the performance of the students
– may lead to diminished effort or performance of the students
– may lead to enhanced effort or performance of the male students
– is done more by the male teachers than their female counterparts
Chapter : 22:49 – A teacher remarks in a co-education class to boys, “Be boys don’t behave like girls.” This remark
– reflects caste discrimination
– is a good example of dealing with boys and girls
– reflects stereotypical behaviour of discrimination between boys & girls
– highlights the biological superiority of boys over girls
Chapter : 23:52 – Sex refers to the biological attributes of being male or female while gender refers to
– the psychologically constructed attributes of being male or female or of femininity and masculinity
– the socially constructed attributes of being male or female or of femininity and masculinity
– the biological attributes itself in Latin
– the femininity and masculinity quoted in medical science
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