Combating gender stereotyping in the science and technology classrooms of a primary school

• Main Author: Van der Merwe-Muller, Lorna
• Other Authors: Van Niekerk, Magdalena Petronella
• Format: Others
• Language: en
• Published: 2011
• Subjects: Stereotypes; Gender roles; Gender equality; Classroom environment; Value transmission; Gender; Combating gender stereotyping; Science and technology as subjects; Classrooms and schools; Participatory action research; 372.350968; Sex differences in education > South Africa; Sexism in education > South Africa; Gender identity > South Africa; Stereotypes (Social psychology) > South Africa; Science > Study and teaching (Elementary) > South Africa; Technology > Study and teaching (Elementary) > South Africa
• Online Access: http://hdl.handle.net/10500/4244

Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. === Comparative Education === M. Ed. (Comparative Education)