Background
to the Research
- This report presents
the results of a study commissioned by the Equality Commission for
NI and undertaken by a team of researchers from the Graduate School
of Education, Queen's University Belfast.
- The focus of
the study was on primary school children at Key Stage 1 (primary 3)
and Key Stage 2 (primary 6). It examined their views of occupational
sex-typing and the implications these views have for educational practice.
It also sought the views of teachers and teacher trainers on the issues
surrounding children's stereotyping of occupations.
Research
Approach
- Questionnaires
were administered to children at Key Stages 1 and 2 and their teachers;
focus groups were conducted with children and teachers; and views
of teacher trainers and CASS officers in Education and Library Boards
were obtained through semi-structured interviews.
- Altogether 1,579
pupils from 25 primary schools and 285 teachers from 144 primary schools
in NI completed and returned questionnaires.
Main Findings
- Primary school
children stereotype a significant number of occupations along gendered
lines. While the majority of occupations presented to children are
perceived as appropriate for both sexes, almost one third of occupations
are viewed as for one sex only.
- The majority
of boys think two of the twenty-nine occupations included in the questionnaire
are for women only - Nurse and Fashion Designer. Six of the twenty-nine
occupations are felt by the majority of boys to be for men only. Eight
of the twenty-nine occupations are felt by the majority of boys to
be for both sexes.
- The same two
occupations of Nurse and Fashion Designer are held by the majority
of girls to be for women only. The same six occupations of Bus Driver,
Firefighter, Electrician, Builder, Car Mechanic and Road Sweeper are
held by the majority of girls to be for men only. However, approximately
two thirds of girls find more of the occupations suitable to both
sexes rather than to one sex.
- Key Stage 2
pupils are less stereotyped than their Key Stage 1 counterparts in
relation to occupations being for one sex only.
- Children's own
choices of occupations are strongly gender-biased. Choices among primary
school girls reflect social and caring themes, whereas the occupations
that boys choose have an active bias, with many requiring strong physical
attributes. Also, the most popular occupational choices among girls
are more academically ambitious than the boys' choices.
- The most popular
occupational choice among Key Stage 1 girls is Teacher, with approximately
25% opting for this job, followed by Vet (14%), Nurse (13%) and Hairdresser
(12%). For Key Stage 1 boys it is Police 18%, followed by Footballer
(13%) and Firefighter (10%). The most popular occupational choice
among Key Stage 2 girls is Vet (25%) and for Key Stage 2 boys it is
Footballer (21%).
- Children in
focus groups discussed occupations along very stereotyped lines. Many
of their comments reflect an acceptance of gendered roles and differences
between men and women that translated to occupations.
- Teachers perceive
that parental influence and home background are major factors in the
formulation of a child's beliefs towards occupations.
- Teachers are
aware that children do hold stereotyped views of occupations and that
it is an important issue. However, they appear complacent in their
attitude towards whether they can do anything in the classroom to
make a difference. Teachers do feel responsible for challenging traditional
gender roles. However, they appear to have other higher priority issues
in the classroom.
- The evidence
from focus groups with teachers reveals that they try to adopt a neutral
stance in providing an environment that promotes gender equality.
However, they are also aware that sometimes they have personal difficulties
in maintaining a neutral stance.
- Teacher training
does not directly address gender issues in the classroom. Three in
five teachers report that gender issues were not raised during initial
teacher training, and they are equally divided in regard to their
opinion on in-service courses raising issues dealing with gender in
the classroom. There is also no policy in teacher training institutions
in NI for training aspiring teachers to actively promote gender issues
among pupils in the classroom. A consequence of this is that teachers
may view gender equity as being low on their list of priorities.
- A significant
proportion (40%) of teachers feel that the NI Curriculum has had no
effect in challenging stereotyped views of occupations. In addition,
there is a shared view among teacher trainers and field officers that
the NI Curriculum has not clearly addressed gender equity.
- Teachers regard
English, mathematics and science as being preferred more by one sex
than the other.
Conclusions
- Various recommendations
are made to those who are responsible for developing and implementing
policy on teacher training in NI, and to those responsible for establishing
an educational environment that promotes gender equality.
- The Department
of Education is recommended to produce clear guidelines on how equality
of opportunity, and in particular gender equality, can be promoted
within primary school education. Training for Boards of Governors
and head teachers of primary schools is recommended.
- It is recommended
that training institutions be required to draw up policies that seek
to address equality of opportunity in the classroom.
- In-service training
is recommended for primary school teachers.
- It is recommended
that the Board of Governors in each primary school draw up a gender
equality policy for school activities.
- Head teachers
should be actively seen to promote gender equality issues with teaching
staff in their schools. Teachers' self-awareness of gender equality
should be raised continually, and they need to be more aware of their
own stereotyped views and the danger of transferring these to the
children they teach.
- Classroom resources
need to be examined to ensure that they do not promote gender stereotypes.
- Further research
is recommended with a new sample of Key Stage 3 pupils, and with older
pupils.
- The NI Curriculum
Review should address gender equality issues.
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