Gender bias begins in the home - …
Is There a Gender Bias in Your Home? - HuffPost Canada
It is also important to use the new books that have been conceptualized by the NCERT and other publishers using positive examples for men and women. Both textbook and audio-visual material must be checked gender check to see that stereotypes of male doctors and female nurses are not reproduced. We do not want children to ask whether women can indeed drive buses; we have to create a normal atmosphere that does not build on those stereotypes that we have ourselves grown up with. Teachers should not call only the mother of the child for discussions on the children. They must make efforts to involve both fathers and mothers and not request to speak to the mother alone.
Is There a Gender Bias in Your Home
The first step for teachers is to develop gender neutral language. I know teachers with the best of intentions continuing to use “he” and “him” to describe an individual. It is appalling that in a school full of female teachers, one can hardly hear them use her or she when they are teaching. Teachers must consciously use he or she, her or him, and alternate between male and female examples. Gender stereotypes can be perpetuated and strengthened both by men and women. One cannot think that as women we are all practicing gender equality. All learning material has to be scrutinized in a way that supports gender neutral language.
Where bias begins: The truth about stereotypes
Gender bias, also known as sexism, refers to a full range of attitudes, preferences, laws, taboos and behaviors that differentiate and discriminates against the members of either sex.
Gender Discrimination Starts At Home: A Daughter’s Rant
While reversing pervasive gender stereotypes may seem to hold the simple magic key to the vision of a more gender-egalitarian society, it may merely verge on liberal tokenism. Stereotypes operate on the surface while attitudes towards genders are far more entrenched than we know. A boy performing household chores conventionally reserved for girls or a girl undertaking to run an errand for instance, may not lead to rethinking notions of masculinity and femininity on their part. It would most certainly expose them to a different set of gendered tasks on a day-to-day basis but would not fundamentally challenge their deeply held beliefs of their own gendered identity. Further, any deviation from normative gender behaviour is often sought to be disciplined, corrected, and made to conform to. Thus, imagine what happens to boys who are deemed more sensitive, effeminate, or weak, or even girls who are not adequately feminine! Our gender-related anxieties are perhaps more wedded to gender performance and comportment in public than simply role driven at home or outside. Reversing the stereotype is undoubtedly a bold start but it must complement a more profound shift in the way we perceive children who experience their gendered realities through handed down ideas about masculinity and femininity. At the same time, gender-related pleasures as implied by phrases like ‘boys will be boys’ and ‘girls will be girls’ are undeniable. The real battle is to make space for a range of identities, not weighed and assessed necessarily in terms of the binary model.