Study Of The Teacher's Gender Stereotypes And Its Countermeasures In Daily Teaching Situation

At present,the focus of educational equity research in China is from fair starting point to fair process.In the real teaching situation,teacher play an important role in promoting educational equity.What is more,the gender role attitude of teacher connected with education and teaching,which communicated through verbal and non-verbal behavior will directly or indirectly pass to students and impact them.Therefore,it is necessary to investigate the present status and behavior of teachers' gender stereotypes in real teaching situations,analyze the influencing factors,as well as consider feasible countermeasures.This study adopted the research paradigm of qualitative research and conducted nearly two-month study in a key high school in Ningbo,China.Nine teachers were selected as the research objects.Interview and observation methods were used to study the present status,the influenced factors and possible countermeasures of teachers' gender stereotypes in real teaching situation.Forty-five classes were observed and one teacher's office were observed for more than a month.From the perspective of teachers,this research is of certain value and significance for enriching curriculum and gender research and promoting the fairness of education process.This research has found in daily teaching situation teachers which investigated think they hold “no gender” or “gender neutrality” awareness of education.However,there are three typical categories of teachers' gender stereotypes remains,namely a)the gender stereotype of classroom performance's expectation and evaluation,that is,the boys obtain more attention while the girls are ignored;b)the gender stereotyped of teaching evaluation,which gives boys positive evaluation and limits girls invisibly;and c)the gender stereotypes of subject,for instance,boys are better in learning STEM field.There are at least four aspects which affected teachers' gender stereotypes,a)gender role socialization and prejudice impact on students under the background of social and cultural construction;b)insufficient gender sensitivity influenced by teachers' teaching practice and experience;c)overlook gender care and guidance for student experience which limited by education evaluation system and competence culture;d)lack of gender equality atmosphere in education environment.Based on the research mentioned before,it is necessary to take actions to change,for instance,a)carry out teachers' gender awareness education and training,because it can improve teachers' gender sensitivity and analytical ability;b)use gender analysis tools and encourage action research to visualize and challenge gender stereotypes;c)take care of students' experiences with the gender view,and analyze gender differences dynamically and flexibly during teaching;and d)create a gender-equal daily teaching environment atmosphere for support gender equality.