Gender stereotypes: the impact upon perceived roles and practice of in-service teachers in physical education

Abstract

ABSTRACT This study aimed to explore gender stereotypes and their impact upon perceived roles and practice of in-service physical education teachers. Twenty-one qualified PE teachers completed an online story completion method and results were analysed using reflexive thematic analysis. Comparisons were generated between the two-story stems: between male and female participants and between the hypothetical stories and direct question answers. Results showed that teachers’ perceptions largely conformed to typical gender stereotypes, including stereotypical views on gender roles, gendered sports and story character assumptions. Participants did not attribute stereotype reproduction to themselves as teachers and negative external pressures arose as a common reasoning for stereotypical practice. However, only female participants highlighted parents and peers as significant contributors, whereas both genders highlighted governmental pressures such as curriculum design. This study displayed that gender segregation, masculine and feminine discourses and gendered habitus are still prominent within PE.