Gender Bias in the Classroom

Abstract

Gender is a dynamic concept. Race, class, economic circumstances, age- all of these influences what is considered appropriate for women and men. This study determined the level of gender biases among Education students along learning materials, subject matter, learning evaluation, and teaching evaluation. The descriptive method was employed using quantitative data. This study was conducted at Bukidnon State University, Malaybalay City, Bukidnon. A total of 80 respondents participated in this study, representing the 4-year levels of Education Students, both Elementary and Secondary Education of the College of Education. The data were gathered using a modified-structured questionnaire. Mean and the standard deviation was utilized to analyze the data. The findings revealed that the instructors often gender-biased in the classroom. It is recommended that instructors will undergo more on Gender and Development (GAD) seminars and training to lessen gender biases in the classroom.

Keywords: Gender and Development, dynamic concept, learning materials, subject matter, learning, and teaching evaluation

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Introduction

As Emma Watson said, 'Both men and women should feel free to be sensitive; both men and women should feel free to be strong… it is time that we all perceive gender on a spectrum, not as two opposing sets of ideas.' The most suitable educational environment for all students is those that are profound when it comes to gender orientation. Gender is purposefully used to highlight that the differences between men and women, girls and boys are products of the socio-cultural setting. The unequal treatments to an individual or group based on their gender which is influenced by the dominant values and attitudes by their social environment are termed gender bias.

In education, many researchers, such as Sadker and Sadker (1986), investigated gender bias in the classroom. Their research suggested that gender bias was alive and well in the classroom. Many studies (Beaman, et al., 2006; Lundeberg, 1997; McCaughtry, 2013; Sadker, Sadker& Klein, 1991) seemed to be pointing to the idea that schools reinforce stereotypical gender roles where girls are meant to be quiet and compliant, while boys more actively participate. Some have even gone as far as to state that females are the ideal student due to their greater ability to stay on task, to have greater compliance and greater willingness to please. Sadker and Sadker (1986) also wrote that males were trained to be assertive learners, while females are being trained to be passive spectators in classrooms.

According to Crawford & MacLeod (1990), college and universities have been found to continue these similar patterns with males interacting more and creating a chilly environment for women to participate in. From grade school to university, Crawford and MacLeod (1990) found that biased classroom interaction decreases women's self-confidence in their intellectual abilities. Interestingly, teachers tend to be unaware that gender bias exists in their classrooms (Lundeberg, 1997).

In our educational society, gender bias is active and thriving. Without realizing, teachers participate in such actions. This unconscious act has many effects on the students in a classroom. This will not only seep over into students but this has implicit long term effects and implications regarding the success of students in the classroom and in the later life situations. However, slight progress has been made at finding a way of reducing gender bias or lessening the effects it has. The attitudes and behaviors discover the devious and riddle nature of gender inequality in the classroom.

The purpose of this study was to determine the level of gender bias in the classroom among education students of Bukidnon State University. This is achieved by having a student survey to find out the level of gender biases in their classroom.

Conceptual Framework

This study is anchored on the Gender theory developed by Bonnie G. Smith in the academy during the 1970s and 1980s as a set of ideas guiding historical and other scholarship in the West. Essentially this theory proposed looking at masculinity and femininity assets of mutually created characteristics shaping the lives of men and women. It replaced or challenged ideas of masculinity and femininity and of me and women as operating in history according to biological determinants (Encyclopedia, 2001).

Gender is a dynamic concept. Gender roles for women and men vary greatly from one culture to another and from one social group to another within the same culture. Race, class, economic circumstances, age- all of these influences what is considered appropriate for women and men.

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