Seminar on Gender Studies in Early Childhood, Primary, Secondary and Tertiary Education
Chapter One
PREAMBLE OF THE STUDY
This phenomenon has important implications as different toys and forms of play expose children to different types of knowledges, skills, and experiences. As a result, girls and boys may learn different social expectations and practice different social roles through play. First introduced by Immanuel Kant (1837), the constructivist learning theory posits that knowledge is not solely based on individuals’ inherent qualities or on external experiences, but it is constructed through the interaction between these two factors (Auger et al., 2007, p. 42). Rather than taking on the traditional role of passive learners, students, in this view, are active in the construction of knowledge about the world around them. Central to the constructivist framework is the importance of incorporating students’ interests in the learning process. At the preschool level, play becomes an important component of the classroom learning environment.
Chapter Two
Literature Review
Gender Studies in Early Childhood of Primary school
Gender issues in primary schools continue to be a marginalized area of research (Mhlauli, 2010). Even though this scenario can be attributed to the socio-cultural context, it remains a challenge for teachers and students in schools. Teachers have an obligation of having to interact with students throughout their educational encounter. This interaction makes teachers a significant influential figure in the students’ education and development. Teachers’ directly or indirectly transmit messages related to sex-role development (Mazile, 1998). There is evidence to suggest that boys and girls are socialized differently with boys expected to be more attentive and in contrast girls being less demanding and well behaved (Mhlauli, 2010; Gray and Leith, 2004). This subtle approach adopted by girls tends to disadvantage them as it results in differential treatment for both sexes by teachers. In a more recent study, Mhlauli (2010) examined the teachers’ conceptualizations and practices on gender issues among teachers in primary schools. It was found that teachers perceived boys and girls as the same with no difference and were accorded the same treatment. Furthermore, teachers’ said that boys were more active, inquiring and confident compared to their counterparts. Teachers’ continued to reinforce the boy child’s strengths at the expense of the girl child by continuously asking questions that targeted the boys’ attention.
Research has shown that gender stereotyping and gender biases continue to manifest themselves in schools and classrooms in particular and these are exhibited through the curriculum, teaching materials and pedagogies (Mhlauli, 2010; Aikman, Unterhalter and Challender, 2010; Mazile, 1998). Furthermore, studies on textbook analysis have shown that women and girls are often marginalized and portrayed in roles that are considered feminine such as mothers, nurses, teachers, care-givers and house-maids while men were portrayed in more diverse and challenging occupations like presidents, engineers, doctors, police-officers (Mhlauli, 2000; Mazile, 1998). This exposure to gender typing has the potential to influence the students’ perceptions of themselves and may have a negative impact on their self esteem. There is a pervasive view that teachers need to challenge stereotypes in an effort to liberate children from institutionalized gender inequalities based on societal values, the school practices and classroom pedagogies. Gray and Leith (2004) conducted a study in which they explored the teachers’ awareness of occupational stereotyping. The findings of the study indicated that teachers and schools might inadvertently reflect the stereotypes of the society and that the curriculum had failed to address gender equality in the classroom.
Gender Studies in Early Childhood of secondary school
Gender issues are currently the main focus of discussion and research all over the world, Nigeria inclusive. The question of gender is a matter of grave concern especially among scholars and policy formulators. Intellectuals are worried about the role of women in the political, social, economic, cultural, psychological, religious, scientific and technological development of nations. Ibraheem (2001) also confirmed that “women have physical and mental capabilities to contribute meaningfully to the stability, progress and prosperity of Nigeria. The Human Development Report, in its gender related development index as reported in Azgaku (2007) placed Nigeria in the 100th position out of 130 countries in gender disparity and 108th position out of 116 countries in its gender empowerment measure. Despite the high population and great contributions of women to national development, they have always been considered inferior to men. Scottish local authorities did not introduce gender policies until the early 1990s (Ridwell 2000). Afonja (2002) defined gender as a socially constructed concept based on the assumed power and position that group of humans should possess. Jadesola (2002) also opined that gender is socially constructed for the purpose of allocating powers, duties, responsibilities, status and roles in any social context. Jekayinoluwa (2005) confirmed that schools and the nation at large are making profound contributions to the creation of positive learning environment for boys than girls.
Chapter Three
Conclusion and Recommendations
Conclusion
The findings of the study revealed that both students and teachers’ gender have effects on students’ mean achievement. It is the opinion of the researchers if educational stakeholders can pay attention to the suggestions made; the problem of differences encountered in students’ achievement in school will reduce to bearable rate.
Recommendation
- More locus of self-control: Again, women must come to the realisation that the power
lies in their hands rather than those of others. Therefore, they must ensure that they ask for
promotions, appointments or guidance concerning how to be appointed to top positions if they wish to attain them. Studies have shown that women with a higher locus of self-control are more likely to overcome barriers that women with low locus of self-control (Singh &Vinnicombe, 2004). - Self-Development: In some cases, women who are seeking to be appointed to higher positions in the academic intuitions might lack the required publications and developmental capabilities that it will take to attain such position, even though they have spent more years compared to those who are appointed. Hence they are by-passed to the next person who might actually have all the requirements. However, these women can partake in personal development courses, conferences and publications to pave way for their appointments.
- Stereotype Awareness Training: It has been discovered that simply informing key decision makers of subconscious stereotyping will raise awareness and therefore reduce its occurrence (Hobbler, Wayne & Lemmon, 2009). Therefore, to be truly effective, the implementation of comprehensive training schemes within organisations or with organisational psychology consultants needs to be embedded within the organisational culture.
References
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