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Impact of gender stereotyping on performance in English at Anderson School
Mendaza, Tendai
Mendaza, Tendai
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Zimbabwe
Abstract
Context: Gender stereotyping has been identified as a significant factor in the performance discrepancies between boys and girls in English at Anderson Adventist High School in Zimbabwe. This co-educational institution promotes diverse cultural interactions among its 370 students but has demonstrated consistent trends where girls outperform boys in English language subjects.
Aims: The research aimed to investigate the role of gender stereotyping in the academic performance of students, particularly exploring teachers' awareness of these stereotypes and how they affect learning outcomes in English. The intent was to uncover behaviors contributing to rigid gender norms and propose solutions to promote a more balanced educational environment.
Methods: The study employed a mixed-methods approach, incorporating examinations, questionnaires, interviews, and surveys. The data collection focused on gathering insights from both teachers and students regarding their perceptions of gender stereotyping in the context of academic performance in English. An action plan was developed to assess gender bias and implement training sessions aimed at increasing awareness among educators.
Findings: The study revealed that gender stereotyping is prevalent in classroom interactions and materials, with teachers making statements that reinforce traditional gender roles. Approximately 90% of students felt gender impacted their performance, and 95% viewed English as a domain for girls. The research findings showed that initial training reduced reported incidents of gender stereotyping by around 50%, leading to a more inclusive teaching atmosphere.
Implications: The research underscores the necessity for ongoing teacher training focused on gender neutrality and awareness of biases in language use. The findings suggest that addressing gender stereotypes can alter students' perceptions and performance in English. Such adjustments in teaching practices may contribute to bridging the performance gap between genders, ultimately fostering inclusivity within educational settings. The study advocates for broader exploration at regional levels to enhance understanding and address gender disparities in education.
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Keywords (free text)
gender stereotyping, English performance, educational equity, teacher training, inclusivity, academic achievement