Deconstructing Gender Stereotypes in the Classroom: A Case Study of Teachers’ Influence in Primary Schools in Geneva

Abstract

In a society where structural gender inequalities persist, change could be possible if schools actively invested in initiatives promoting gender equality. In the fight against gender stereotypes in primary schools, teachers play a central role. However, do they truly have enough room for manoeuvre to counter these stereotypes in their classrooms? This research seeks to understand whether changing students’ perceptions through gender equality education is an idealistic goal or whether teachers have a real impact on shaping the views of future generations. To this end, a research tool compares a class of 2Ph students (5-6 years old) with a class of 8Ph students (11-12 years old) to assess teachers’ room for manoeuvre from the beginning of compulsory education in Switzerland until the end of the primary school cycle. By “room for manoeuvre”, we mean teachers’ ability to implement actions aimed at guiding students towards evolving their perceptions. The results will show that, despite the socialisation students acquire outside of school, they can indeed experience a shift in their primary socialisation through education.

Keywords

• stereotypes
• gender
• primary school
• equality
• teaching practices