Abstract
Abstract In accordance with the Education 2030 agenda for sustainable development goals, the aim of this study is to contribute to gender-sensitive teacher training and learning environments using matched guise-inspired methods. The article offers an account of activities aimed at raising awareness of issues related to linguistic gender stereotyping among teacher trainees in Sweden and the Seychelles. The cross-cultural comparative approach also provided an opportunity to raise students’ awareness of how gender stereotyping is culture-related, and therefore may differ depending on cultural context. Results show that there seems to be significant differences in how Swedish and Seychellois teacher trainees stereotype men and women. While both groups seem to associate typically feminine linguistic behaviour with features accommodated under Cuddy et al.’s (2008, “Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map.” Advances in Experimental Social Psychology 40, 61–149) “warmth dimension” (signalling interest, for example), behaviours typically associated with agentic behaviour and the competence dimension, such as taking space in a conversation and forcefully arguing one’s case, seem to be regarded as relatively masculine in Sweden, but not in the Seychelles, arguably a result of a generally negative construction of masculinity in the Seychelles. Based on the responses from a post-survey, it is evident that a majority of those who participated in the exercise gained new insights into the mechanisms of gender stereotyping, knowledge that they also could relate to themselves and their own behaviour.
Highlights
The enforcement of gender equality constitutes the fifth goal of the United Nations Agenda 2030 sustainable development goals, and features as a fundamental principle in many education systems in the world, including the two under investigation here, namely Sweden and the Seychelles
Governments and partners need to put in place gender-sensitive policies, planning and learning environments; mainstream gender issues in teacher training and curricula monitoring processes, and eliminate gender-based discrimination and violence in education institutions to ensure that teaching and learning have an equal impact on girls and boys, women and men, and to eliminate gender stereotypes and advance gender equality
4.1 How do explicit linguistic stereotypes related to gender and conversational management differ between the two cultural contexts?
Summary
The enforcement of gender equality constitutes the fifth goal of the United Nations Agenda 2030 sustainable development goals, and features as a fundamental principle in many education systems in the world, including the two under investigation here, namely Sweden and the Seychelles. The Education 2030 Agenda recognises that gender equality requires an approach that “ensures that girls and boys, women and men gain access to and complete education cycles, but are empowered in and through education” (UNESCO 2016, 12). In this pursuit, gender bias and stereotyping are recognised as serious threats: This work is licensed under the Creative Commons. In the pursuit of gender equality in education, an awareness of such languagerelated processes is important for teachers, who constitute primary role models for learners and play a central role in managing classroom communication
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