How Teachers Challenge Gender Stereotypes in the Classroom

This research project focuses on the impacts of gender stereotypes on primary school students and the strategies teachers use to ensure that these impacts do not negatively affect student well-being. Recognition of the gender binary starts at a very young age and, from then on, children are exposed to many gendered messages through societal influences such as the media. For the purposes of this study, I conducted semi-structured interviews with three educators in Ontario to find out how they see gender stereotypes being played out in the school community and how they challenge them in the classroom. Data from these interviews was categorized into common themes and analyzed against existing literature on this topic. Findings showed that participants believed a strong commitment by the teacher is necessary in order to successfully challenge gender stereotypes. They also believe it is important that teachers not only generate conversation surrounding the need for gender fluidity and integrate these messages into their regular lessons and curriculum, but that they also create a classroom environment that is safe and supportive of gender exploration and expression