Gender Mainstreaming in Education
We are in 2022 and it is time that teachers and educators facilitate a gender-friendly classroom process.
Recently, I delved into an intriguing study by a group of researchers, and the findings only affirmed one of the discoveries of my doctoral research on the normative social structures of gender. It hypothesized that women underperform in STEM-based fields not because they are intrinsically inefficient to excel but because society perceives these domains as male-centric. Therefore, the social and environmental factors contribute to fewer women in science and engineering. This asserts the importance of an unbiased approach by mentors, educators, instructors in pedagogical delivery to expedite the inclusion of women in these disciplines, which offer so much in the way of job prospects, intellectual stimulation and income.
Women are not innately bad at these tasks; instead, they are a product of socio-cultural norms that men are better at something than women.
They are thus deterred from pursuing careers in fields where gender differences are well established because social values and norms affect any individual’s neurodevelopmental progress. A prejudiced environment or mindset gives rise to underperformance in highly skilled women as they succumb to stereotype-driven expectations. I feel such studies are imperative for anyone who wants to bring this discourse to the table and seeks a change in perspective, especially at workplaces and educational environments.
These articles are a complex interplay of issues relevant in contemporary times where we need to reflect on our teaching practices and lay the groundwork for future studies.