An Investigation into the Impact of Gender Stereotypes in Education

This essay delves into the significant impact of gender stereotypes on education, exploring the psychological and societal dimensions of this phenomenon. It begins by defining stereotypes as group-based psychological concepts, highlighting both positive and negative forms, with a specific focus on gender stereotypes. The essay provides a theoretical background, discussing group dynamics, the theory of self-categorization, and social comparison theory to explain how stereotypes are formed and how they influence individual perceptions and behaviors. It then examines gender stereotypes prevalent in various aspects of life, from childhood to professional settings, and their effects on intellectual ability, participation, and employment. The study then investigates how gender stereotypes manifest within educational practices, including the attitudes of children towards intellectual abilities and the impact on students in classrooms. The essay highlights the influence of stereotypes on students' self-perception and their choices. Ultimately, the essay aims to provide a comprehensive analysis of the adverse impacts of gender stereotypes on education, promoting an understanding of its root causes and effects.

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Impact of Gender Stereotype on Education
Name of the Student
Name of the University
Author’s Note

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Introduction
Stereotype is a group based psychological phenomenon. This can be considered as the
ideology held by the individuals within a particular group regarding to the characteristics of
other similar or dissimilar groups. The members of a particular group commonly hold the
stereotypic idea, which is again specific to a particular group of people (Spencer, Logel and
Davies, 2016). For instance, one of the dominating stereotype prevailed around the world is
that women lack expertise in driving. The male segment of many societies around the world
commonly holds this stereotypic idea. Stereotype again can be both positive and negative,
which means that the idea commonly held by the particular group of people can either
appreciate or discriminate a specific group in specific field. The above-mentioned example
can be considered as a negative idea possessed by the male group in the society, where the
women are discriminated against their driving skills. An example of positive stereotype is
that the Asians are studious and perform well in schools. Conception perceived in stereotype
is generalised for a particular segment of society. In other words, the group posses the idea
generalises the characteristics and relate it to the larger section of the group that is found only
in a few members of that particular type. Moreover, stereotypic ideas can or cannot hold
truth. This means that the idea held by a particular group may or may not be true, depending
on the stereotypic characteristic reflected by the proposed group.
Koenig and Eagly (2014) mentioned in their studies that stereotypic idea could
formulate regarding various elements in the society and have various impacts on the
particular group that is being stereotyped. The stereotypes that are commonly identified are of
negative aspects and have adverse impact on the referred group. The most common
stereotypes that is prevalent in the racial or cultural stereotypes and gender stereotypes, which
have adverse psychological impact on the group being stereotyped. This study will focus on
the gender stereotyping that can be evidenced almost in every corner of the world in one way

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or another. Moreover, this will be related to the educational practice and identify the common
stereotypes made in the educational system basing on the gender of the individual involved.
This will lastly identify the stereotypic activity conducted and their impact on the group being
stereotyped. This will help understanding the reason behind the formulation of stereotypic
idea and is nature of its impact on the group.
Group and Stereotype: A theoretical Background
Stereotype as defined by Spencer, Logel and Davies (2016) is a commonly held
notion by one or multiple group of people regarding any particular group of people. The
notation can be based on anything ranges from a characteristics to an activity performed by
the group being stereotyped. This is not always necessary that a particular stereotype will
have reality or actuality. A stereotype mostly is the false notion perceived by a group of
individuals. Giddens et al. (2016) on the other hand focused on describing a group and
defined it as a collection of individual sharing common interest and notions. The theory of
self-categorisation on the other hand provides insights on the circumstances that help the
people connecting with each other. The theory as explained by von Sivers et al. (2014)
describes the circumstances, under which the individual perceive themselves as a part of any
particular group. My understanding of the theory is that the people are connected with a
group for particular interest created by the circumstances in their surrounding environement.
These circumstances give birth to the interest that brings the members together. Stok et al.
(2014) further argued that the members of a group shares common thinking pattern. The
authors defined group with the theory of groupthink. The theory addresses the thinking patter
of a group. According to the theory, thinking is a phenomenon. A group is composition of
individuals who get together and start collective thinking as one single mind (Stok et al,
2014). The group makes effort to come to one conclusion, which satisfies the need of its
members and unity of the group is upheld with maximum priority regardless of their

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situation, alternatives and options. My understanding of group is different from the authors as
the thinking pattern in a group is not similar in every individual, which give birth to the group
conflict. Variation in thinking pattern can be attributed to these conflicts. Authors need to
specify the concept of group thinking to the particular field of interest. This means, the
members of the group showing interest in the similar field uphold similar thinking pattern for
the specific area and not the whole. Hence, it is observable that stereotypic notion will be
held by every single individual of the group similarly and will be common in nature. This is
due to the common thinking pattern regarding the concept shared by the member of a group.
Social comparison theory on the other identifies the determinants of one’s social and
personal worth. Hanus and Fox (2015) in the explanation of social comparison, theory
communicates that individual tends to determine his or her social and personal worth
depending on how perceive themselves. In other words, one evaluates the position of oneself
with a number of variables over domains for indentifying their position in the society. The
results of evaluation help them in outing themselves in particular groups that satisfies their
need. The determinants on the other hand help the individual deciding their desire of
categorising or raising their position in the society. Feinstein et al (2013) argued that this
have considerable impact in psychological development of the individual. People tends to
develop their personality and other related factors like wealth, success, skills etc. according to
the perception held by others for gaining social acceptance. The author further related social
comparison theory with the impacts of stereotyping. Stereotyping of a particular group has
adverse effect on the members of that particular group. However, they further pointed out that
the adverse effects of stereotyping are related to the kind of stereotyping being conducted. As
mentioned in the earlier section of the essay, stereotyping can be either positive or negative in
nature. The stereotypes that are commonly considered in the society are the negative ones
that have adverse impact on the individuals being stereotyped due to the need of resolving the

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issue raised from the act. Positive stereotypes are hardly identified by the society, as it
proposes minimal threat to the group under consideration. Continuing to the topic, the
extreme impact of stereotyping gives rise to the competition and even conflict between the
groups being stereotyped and group stereotyping. However, my understanding of the theory
and its explanation is of vice versa. The theory perceives that the social comparison initiates
the stereotyping process. However, this can be viewed from the opposite direction, where the
stereotyping gives birth to the concept of social comparison. The psychological impact of
negative stereotyping makes the people to overcome the situation and gain social acceptance
by attaining the features of the group stereotyping people. Commonly recognised stereotypes
in the current global society are the racial and gender based stereotypes. A number of
stereotypes are associated with gender that has adverse effect on human cognition.
Gender stereotyping
One of the common stereotypes is associated with the gender of the individual and
this kind of stereotype is commonly seen in every part of the world. A larger section of the
society tends to stereotype women that separates them form the male counterpart. This is
present evidenced in various aspects of daily lives and is initiated from the very childhood.
Bian, Leslie and Cimpian (2017) identified one of the common gender stereotypes, which is
the level of intellectual ability that varies between the genders. A large section of the society
actually believes that the men have the greater level of intellectual ability when compared
with women. Women are no exception in the scenario, where the girls of six years starts to
reflect less attachment to the activities related to the intellectual ability. The study however
lacks in reflecting upon the factors contributing towards the psychological development of
the children.

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Meadows and Sekaquaptewa (2013) conducted their study on the first year
engineering students that confirms greater active perception of the male students compared to
the female students. The female student, despite of knowing the impact of active participation
reflects less active participation and role-play in the classroom setting compared to the male
students. This also reveals that a gender-balanced team in motivating the women students in
active participation is not enough. However, the study failed to reflect upon the factors
developing the perception among the girls. Hence, in-depth study is required for developing
understanding the factors controlling the psychological behaviour among the female students.
Endendijk et al. (2013) on the other hand conducted their study on the family level
with a sample size of 355 in Western Netherlands. Their study reveals that implicit gender
stereotype is associated with the female members of the family where the mother and young
children. Whereas, the father reflects more explicit stereotype compared to the mother.
A study conducted by Koch, D'Mello and Sackett (2015) on gender stereotype in the
employment decision-making process reveals a number of outcomes. First, the research
communicates that high gender biasness is present in the selection process for employment of
male dominated job and reflects less biasness for the female dominated jobs. Moreover, the
study also reveals that the gender of the decision maker has direct influence over the process.
The male decision makers reflect greater biasness compared to the female decision maker.
This is evidenced for both types of jobs. However, the study also reflects that the influence of
gender stereotype is considerably reduced where careful decision-making is required or when
the decision maker reflects greater level of experience. The gender stereotype is also present
in the voting system and influence the voters on their decision making process.
Ditonto, Hamilton and Redlawsk (2014) argued that the voters’ tendency in searching
for information about the candidate considerably changes depending on the gender of the

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candidate. Their study reveals that the stakeholders of the states seek for more competence-
related information when the candidate proposed in a female and reflects a lesser search when
the candidate is male. Similar is found in case of compassion issues, where a thorough search
is conducted in case of female candidate compared to the male.
It is possible to make assumption from the above reviews that the gender based
stereotypes are present in every level of the society ranging from pre-school, and family to
the state level selection where the women undergoes thorough selection process and
discrimination in the society. Moreover, it also reflects a level of influence of stereotyping on
the individuals involved and regulates their perception about themselves for fitting into the
society.
Gender Stereotyping in the Educational Practice
Bian, Leslie and Cimpian (2017) conducted their study on gender equality among the
student in early schooling. The study reflects that the stereotype of greater intellectual ability
exists from the very childhood. This has direct impact on the children attitude in preschool
and early school, which constantly grow in the near future lives. The study identifies that the
children as young as 5 years are free from any influence of gender stereotype. However, there
is a drastic change evidenced in the perception of the children in of the age group of six. They
start to believe that the boys are associated with smartness and they are considered as the
brilliant part in the society. Impact of stereotypic activity in the society related to the
intelligence ability engage them to believe that the girls develop understanding that they are
not meant for smart activities in the society, which breaks their morale ability. Despite of
identifying the psychological impact of stereotyping among the children, author failed in
point out the causes of stereotypic conception. The role of teacher in influencing children
remains unidentified in the study. Hence, it alters the children’s interests from the very

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beginning of their lives that discourage women in their future lives from pursuing prestigious
careers and are often underrepresented (Carrington et al., 2007). These findings can be
related with the social consciousness theory, where is possible to assume that the change in
behaviour pattern among the girls is to satisfy the social need. This is an attempt to adjust
them in the society according to stereotypic perception commonly held by the society.
Similar study conducted by Del Río and Strasser (2013) on perception identification
among the children with a mean age of 6 months reflected significant gap between academic
skills. Authors identified that the children reflects no significant preferences over a particular
subject of mathematics or language. However, they successfully pointed out that the girls are
less likely to get success in the field of mathematics when compared to the language. These
results came from both the gender of the children that reflects a stereotypic imposition of the
concept regarding the male and female ability in academic field. The study assumes this as
the primary milestone for the future stereotypic perception of the concept.
In a study conducted by Lavy and Sand (2015), the authors argued on the impact of
teachers’ stereotypic biases on the children development process. The study reflects that the
teachers’ stereotypic tendency in over-assessment of boys over the girls have a long term
effect in both psychological development of the children as well as has impact on the
academic career, where the boys receive positive advantage and the girls the negative. This
not only reduces the chances of the girl students being enrolled in advanced studies, but also
reduces likings towards some specific areas of studies as well as reduces morale strength of
the girls. This has long-term effect as it is reflected in future life in case of post secondary
studies as well as the professional life. This reduces the occupational choices for the girls.
This again can be evidenced from the study that the girls reflecting greater morale breakdown
are belonging from the families, where the father holds greater educational qualification. This
can again suggest that the issue of gender stereotype begins from the primary unit of society

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that is family and supplemented by the others in the early childhood. In a similar study,
Reuben, Sapienza and Zingales (2014) identified similar results of gender biasness. They
identified that the number of women enrolling in the undergraduate program is greater.
However, men enrolling specifically in mathematics or similar programs are far greater than
women are. The study reveals that the selection board reflects a greater biasness towards men
in selection process. The selection of men evidenced to be greater despite of both the sex,
performing equal in the test conducted. Leslie et al (2015) focused in identification of the
issue of women’s underrepresentation in the academic field, which reflects stereotypic
perception held by the practitioners in the educational institutions. The study confirmed that
the practitioners believe in raw, innate talent for the success in the fields. They stereotype and
view the male as the sole possessors of the above-mentioned talent and deny the women’s
possession of any such talent.
Ortega-Liston and Rodriguez Soto (2014) on the other hand conducted a study on the
teachers for the identification of gender stereotype that reflected that the women in the higher
educational institutions barely represent any position. Though the number of women teacher
is postsecondary educational institute is nearly as half of the male faculties, tenure and
promotional opportunity in case of women are less frequent compared to the male. The
authors assume the mentoring as the key variable in the promotion in higher education.
Though the study reflects a significant gap between the male and female in the institutions,
there are no evidences presented that can conclude the factor as a result of gender
stereotyping in the institution.
Conclusion
It is possible to assume from the above discussion that gender stereotype is present in
every level of the society and the issue starts with the early age of child development. The

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seed of gender stereotype is embedded from the preschool that grows over time facilitating
into a greater level of gender discrimination in the society. Both the family and the education
practitioner plays important role in the process of gender stereotyping, where the female are
held back by various means, that have psychological implication on the children
development. This particular stereotype still exists in the modern time, despite of change in
the education system. The psychological development in the early generation is developed
accordingly, which has held the psychological thinking stagnant. The girls in present time is
no longer associated with particular field of cooking or typing lessons and can wonder around
various academic field. This stereotyping facilitate in modifying the perception of both boys
as well as the girls from the early childhood at the age as early as six years. The empirical
researches evidence that the children could tell the chances of success in the future academic
career of the same. This as suspected is the implication of the societal stereotype in case of
gender that is embedded by the early education practitioners as well as the family members,
but most influentially by the former. However, the empirical studies only focus on the effects
of gender stereotyping on the population. There are only few studies, which identify the
factors resulting into the development of stereotypic perception among the children. Hence,
the future studies should focus more on identification of the role played by the educational
practitioners in the development process of this gender based stereotypes as there are only
general assumptions made by the authors on the biasness. Future researches should focus
more on identification of the practices resulting into stereotypic conception development,
which will facilitate into bringing gender equality.

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