Stereotyping In Education Research Articles

‘How Can a Dalit Student Write So Beautifully, So Nicely?’ Caste-Based Stereotyping and Its Implications for Dalit Students in Higher Education

This paper presents a social-psychological study of caste stereotyping in higher education in India. It is about the lives of dalit students and their experiences of navigating through educational spaces with the awareness of being targets of stereotyping associated with their caste identity in the academic domain. With the help of in-depth interviews, the study delves into how dalit students respond to negative caste stereotyping, and what facilitates these responses. Fourteen dalit students (male = 8, female = 6) studying at two central universities in Delhi (India) participated in the study. The interviews were transcribed and analysed using reflexive thematic analysis. The analysis helped develop the following two themes: (1) The pervasiveness of caste stereotyping in the academic domain: ‘How can their handwriting be so good?’, (2) Institutional climate shapes responses to stereotyping: ‘this is not a personal issue, it is an entire group’s issue’. The analysis shows dalit students’ active efforts to navigate the negative caste stereotyping in educational contexts. Specifically, the analysis highlights the role of institutional climate in shaping these responses and transforming vulnerability (because of caste-based stereotyping and stigma) to empowerment and assertion. While the passivity and subordination of stigmatised groups such as dalits are taken for granted, this research demonstrates that given a conducive social environment such as a supportive institutional climate, dalit students’ experience of higher education may be positively impacted. The role of institutional climate in the empowerment of disadvantaged group identity and elements that promote such a climate are discussed.

La neurociencia como base para la mejora de las TIC educativas

The construction of gender identity in childhood is a topic of great importance, since it influences the personal and social development of boys and girls. Several investigations have shown that gender stereotypes present in society have a great influence on the construction of children's gender identity. In this sense, different aspects that can influence the formation of stereotypes have been analyzed, such as classic stories, children's advertising, television consumption, gender roles in play, toys and cartoons. In addition, social factors such as family and school have been identified that can influence the modification of gender stereotypes. Different strategies and classroom projects have been proposed to promote gender equality, foster education in values and avoid the transmission of gender stereotypes in children's education. Children's and young people's literature has also been analyzed as a means for theconstruction of gender identity in children, and educational proposals have been proposed to work on the elimination of gender stereotypes in children's and young people's literature. In general, it can be concluded that it is necessary to continue working on the elimination of gender stereotypes in education and society in general, in order to promote a more egalitarian and respectful education of gender differences.

Unmasking Orientalism: Stereotypes in Education and Media in 20th Century America and Europe

This article examines the influence of Orientalism in both education and media during the 20th century in the United States and other European countries. The analysis highlights the significance of Orientalism and how it contributed to the stereotypes in education and the media. This research paper draws upon a diverse range of sources, including American textbooks, American and European films, and newspapers in the United States and across Europe in the 20th century. While the article briefly touches on Orientalism in education and media generally, its primary focus lies in dissecting Orientalist themes within American and European textbooks, films, and newspapers from this era. The examination of textbooks reveals how both Americans and Europeans portrayed Asians through a lens tinted by stereotypes and occasional hostilities. Likewise, in the realm of films and newspapers, an abundance of questionable Orientalist elements often misled readers and viewers, fostering a distorted understanding of Oriental cultures. These works, laden with biases, readily engendered stereotypes of Asians among European audiences. By shedding light on these dynamics, this research paper seeks to catalyze a positive transformation in American and European education and media, while also offering a challenge to the enduring presence of Orientalism.

The Impact of Gender Inequality in Higher Education on Female Employment

Under the premise of Gender Stereotyping in education, the difference between males and females at the stage of higher education somewhat restricts the future employment development of females. Throughout this paper, it develops a series of studies on the future employment development of females around the gender inequality existing in the higher education stage. By reviewing existing literature and data, it examines the current situation of women in higher education and how it affects them. This paper analyses the impact on women's future employment choices by looking at the gender stereotypes of women in higher education, the curriculum and choices of higher education, and the representation and lack of gender equality in higher education. Therefore, this passage will discover the requirements of women’s educational expectations and the influence of factors on women’s employment, the consciousness of gender inequality through the teaching process of higher education, and the analysis and suggestions on the status quo of gender equality education in colleges.

Neuro-Pedagogical Aspects of Forming the Professional Competence of Elementary School Teachers and Their Interaction with Students

It was found that the concept of modernization of Ukrainian education, especially primary education in the reform "New Ukrainian School", puts forward new social requirements for school education, requires the introduction of innovative learning technologies in the educational process, the basis of which is ultramodern teaching methodology, progressive didactic tools, psychological and neuro-pedagogical theories. Justified the use of innovative technologies as a means of forming professional competence, which is associated with a rejection of stereotypes in education, goes beyond existing standards of education and personal development of the student; creates new standards for personal, creative, individual focus of the teacher, allows the application of new neuro-pedagogical technologies. The most effective innovative methods of teaching and professional development of teachers of junior classes of the New Ukrainian school, created taking into account the achievements of neuro-pedagogy are highlighted, namely: game, problem-oriented, team-oriented, project-based methods, the portfolio method, information and communication technologies. Activation of cognitive activity of students, taking into account their individual neuro-didactic characteristics affecting the degree of their involvement in the educational process was investigated.

Formation of Stereotypes of Human Behaviour under the Influence of Childhood Fears

The relevance of the study is due to the presence of a relationship that occurs between the emotional and intellectual development of the individual. Negative changes in the process of emotional development of a person lead to the fact that they are unable to use other structures, in particular, intelligence, and therefore develop harmoniously. As a basic emotion, fear is an integral part of the emotional field, as is the emotion of joy, sadness, and anger. Fear performs a protective function, but it also destroys the individual if it is irrational. The emotion of fear, arising in childhood, can be fixed and transformed into more acute manifestations, that is, into phobic disorders. Personality is formed under the influence of society, so a very important role in its development is played by models of upbringing in the family and those attitudes and prescriptions that a person learns from childhood. In adulthood, these patterns are manifested in the form of stereotypical behaviour, which substantially affects a person’s quality of life. Therefore, it is important to clarify how childhood fears can affect the individual in adulthood. The purpose of this study is to establish a link between childhood fears and stereotypical behaviour. A number of methods and techniques were used to achieve this goal, including theoretical (analysis, synthesis, generalisation) and practical (D. McLain’s general tolerance for uncertainty scale; tolerance-intolerance of ambiguity questionnaire by T.V. Kornilova; questionnaire of childhood fears). The results of the study show that in the case when a person cannot safely live through fears as a child, they have an impact on the psychological well-being of the individual, which encourages the formation of psychological problems. It is proved that as a result of gender stereotypes in education, male and female fears formed in childhood differ markedly. Therewith, it is noted that certain stereotypes have a positive meaning in a person’s life if they do not suppress their psychological development. The research materials will be useful for practical psychologists in the education and social fields, and teachers

ЄВРОІНТЕГРАЦІЯ ВИЩОЇ ОСВІТИ: VR-ТЕХНОЛОГІЯ ЯК ПРОГРЕСИВНА СКЛАДОВА СУЧАСНОГО ВИКЛАДАННЯ МЕНЕДЖМЕНТУ ЗОВНІШНЬОЕКОНОМІЧНОЇ ДІЯЛЬНОСТІ

The article shows the key role of the use of VR (virtual reality) technology in the process of modern university training of foreign economic activity managers as specialists of international level with the aim of European integration of higher education in management and an effective guarantee of Ukraine’s economy recovery in the post-war period. The causeand-effect relationship of students’ inability to undergo production practice in destroyed enterprises was analyzed and the quality of acquiring practical competencies in university business incubators with the use of 3D-simulators was proven. The author’s vision of the creation of a virtual enterprise as a student startup in the 4th studying year is offered, with the coverage of both results and conclusions in the thesis (qualification work). The author considered the following concepts: virtual reality «breaks» stereotypes in education, making it playful, interesting and exciting, and the educational community fully understands that integration to the European level will no longer allow training specialists in any field using old methods/techniques according to former methods/technologies; the main advantages of VR-technology are the maximum closeness to real life and absolute safety when going through threatening and risky situations; great attention is paid to the consolidation of higher education with business, subject to the compliance with the requirements of the green economy; the crucial role of investment projects and financial support not only from the state/government. Increased innovativeness and creativity, built exclusively on digital technologies with knowledge of several foreign languages. The main problem today, in the author’s opinion, is the unpreparedness of secondary education to provide educational services according to a certain formula with the constituent regulated parts of AR (augmented reality) and R (reality). Because only on this base/foundation a smooth transition to the formula with VR and R in higher education is quite logical. Therefore, it will no longer be possible to integrate VR evolutionarily into the educational process, and it is also dangerous mentally/psychologically to «immerse» school-age children in VR while studying. The positive revolutionary nature of the approaches of transformation, modernization and integration of higher education in management to the European scientific and educational, and information and technological environment is emphasized.

Teacher’s Role in Eliminating Stereotypes in Class

The paper Teacher’s Role in Eliminating Stereotypes in Class deals with stereotypes in education, takes a closer look at gender stereotypes in EFL, and focuses on the teacher’s role in eliminating stereotypes in the classroom. A major part of children’s socialisation occurs in schools, through formal education. School is the place where children consciously and unconsciously learn about stereotypes. This paper examines whether stereotypes exist in school, in EFL, and in what way and how to overcome them. In the beginning it describes stereotyping, sexism, gender roles and how they are present in the (EFL) classroom. It furthermore discusses the problem of stereotypes and sexism in education and the period of middle childhood in terms of the development of self-image. The central part of the paper focuses on ways of overcoming stereotypes in the EFL classroom and emphasises the role of the teacher. In terms of methodology, the paper is theoretical in nature and uses the descriptive and comparative research method as it describes some findings on the topic and comparative research method when comparing professional and scientific findings of different authors. The paper also provides some examples and is an output of the author’s ongoing personal research and work in the area of English language teaching.

Socially Just Education: A Theoretical Insight into School Leadership

The socio-economic changes and neoliberal trends of the twenty-first century have been creating many profound impacts in the education industry, provoking the emerging need for an integrated environment where all individuals and organizations from different classes, backgrounds or communities are expectedly empowered with equal opportunities in order to develop to the fullest. Toward the ideals and goals of social justice in education, the function of leadership practitioners has been strongly challenged and critically redefined for a couple of decades. By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices.

Socially Just Education: A Theoretical Insight into School Leadership

The socio-economic changes and neoliberal trends of the twenty-first century have been creating many profound impacts in the education industry, provoking the emerging need for an integrated environment where all individuals and organizations from different classes, backgrounds or communities are expectedly empowered with equal opportunities in order to develop to the fullest. Toward the ideals and goals of social justice in education, the function of leadership practitioners has been strongly challenged and critically redefined for a couple of decades. By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices.

Introducing the Gender Aspect into Hungarian IT Education

The IT sector has been rapidly growing; in fact, a high number of jobs are expected toremain unfilled, which makes it our common interest to attract more students to this field. The strikingscarcity of women in the IT sector offers an obvious solution: if more women could be involved, thelabor shortage in IT could be fixed. The low number of women in IT has strong ties with ITeducation; therefore, the role and responsibility of teachers is immense. If we want to have moreworkforce and more competent professionals in the IT sector, educators need to create a morehospitable environment for girls and women in (both secondary and tertiary) education. The presentstudy aims to show why it is key to introduce the gender aspect into IT education, both globally andspecifically in Hungary. The primary goal of the article, thus, is to call attention to the repercussions ofentrenched gender stereotypes in education, while also offering specific methods that can make IT-related classes more inclusive.

Estrategias de enseñanza en los entornos mediados: resultados de la experiencia de la performance virtual educativa

In this article, we present a teaching and learning experience that we call virtual performance based on the theatricalisation of educational roles developed through online synchronous meetings between students, moderated by the teaching team. The educational performances were related to content on teaching roles and stereotypes in education, where part of the programmatic content of the subjects served as a basis for the search for explanations associated with the technical development of the performances. The experience was developed in the Universidad Nacional de Educacion a Distancia (UNED) and the Universidad Nacional de Quilmes (UNQ), in two postgraduate courses that are taught through virtual environments, and related to communication, to Education and to educational technology. This paper presents the results of the development of this virtual educational performance experience in both universities, from the analysis of data that was collected throughout the stages of its implementation, which allows to characterize it as an innovative synchronous experience in teaching in virtual environments.

Gender stereotypes in education: Development, consequences, and interventions

Despite many efforts to increase gender fairness in education in recent years, the issue has not yet become obsolete: Gender discrimination still exists and finds expression in unused chances and limited action repertoires for both sexes. This article gives an overview on existing gender differences across the lifespan before providing explanations for these differences from a developmental perspective. We present psychological theories of development dealing with the adoption of gender typical preferences and behaviors in children, and draw the connection to the role parents’ and teachers’ gender stereotypes play in this process. The mechanisms contributing to the perpetuation of gender differences are illustrated via empirical studies. Finally, we offer starting points for interventions to prevent the development of these gender differences, and introduce the REFLECT program which enhances gender competence in secondary school teachers and their students, and a training program for kindergarten teachers as concrete examples of such interventions.

Educación, género y ciudadanía en la Argentina de inicios del siglo XX: la perspectiva (im)posible del socialista Enrique Del Valle Iberlucea.

This paper analyzes the relationship between citizenship and gender in the ideas on education put forward by the Spanish Marxist intellectual Enrique Del Valle Iberlucea in Argentina, at the beginning of the 20th century. Del Valle Iberlucea was a member of the Argentinian Socialist Party, although his Marxist leanings distanced him from the dominant ideas of the party. First, his conception of citizenship, which fed into a modern notion of equal rights that was itself a legacy of the French Revolution, is analyzed. Then, the shift in gender stereotypes in Del Valle Iberlucea’s concept of education is examined. His particular development of the links between gender and citizenship, which emerged through his “modern”, “democratic” understanding of education as being open to both sexes, gave rise to a denaturalization of gender stereotypes in education. Keywords: Gender. Citizenship. Education.

“Shall I Tell You What Is Wrong with Hector as a Teacher?”: The History Boys, Stereotypes of Popular and High Culture, and Teacher Education

The reluctance to introduce popular films in teacher education has often focused on the generic and stereotypical aspects of school movies. Stereotypes of education are said to misrepresent teaching and learning and are the basis for critical discussions in classes for preservice teachers. Rather than reject them, a narrative analysis will engage with these recurring patterns. School films can be described as equipment for living (Burke) and a company we keep (Booth) and provide narrative schemata. The British school film The History Boys is analyzed as a narrative that responds to a cultural tradition of representing teachers using stereotypes of different pedagogies, literature teaching, and popular culture.

Problematising the role of the white researcher in social justice research

This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils’ experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by – frequently hidden, particularly to those privileged by them – structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and post-structural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants’ efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process.

Remaking Citizenship in Hong Kong: Community, Nation, and the Global City

Remaking Citizenship in Hong Kong: Community, Nation and the Global City, edited by Agnes S. Ku and Pun Ngai. London: RoutledgeCurzon, 2004. xxvi + 261 pp. £65.00 (hardcover). Citizenship is a highly political issue in today's globalized world, especially in Hong Kong, because of its return to Chinese sovereignty in 1997. This volume, part of RoutledgeCurzon's Asia's Transformations Series, contains twelve papers on the subject. T. H. Marshall argued that modern citizenship consists of three sets of rights: civil, political and social (as built into the welfare state). Hence struggles over Keynesian welfare, especially under triumphant neo-liberalism, can be reformulated as struggles over citizenship. The merit of Marshall's view is that it adds a substantive dimension to the formal frame of the liberal notion of citizenship: a worker lacking either the means to hire a good lawyer or the social competences and conditions to participate in politics hardly enjoys the same citizenship rights as someone with both. But the danger is that citizenship may sometimes get conceptually undermined. For instance, to say that the subjects of a welfare authoritarian state possess social but not civil and political citizenship violates the concept of citizenship itself. Some of the papers in the present book reflect this problem, and this is not helped by the fact that the volume arises from a conference. Chapter 2 ("Welfare good or colonial citizenship?"), for instance, argues that the start of colonial public housing in the mid-1950s was mainly motivated by the colonizers' "sanitary syndrome". I find this interesting, though vastly overworked, but have reservations about its relevance in this context. Similarly, Chapter 11 ("In search of a communal economic subject"), a well-written paper in itself, concerns a local version of LETS (local exchange trading system-see New Left Review, 232 [1998], pp. 91-111), whose pertinence to the theme of citizenship is, again, somewhat forced. The same applies, to a lesser degree, to some other chapters too. Chapter 1 ("Citizenship as a form of governance") surveys how the colonial and post-1997 governments approach(ed) citizenship, reiterating the point previously made by others that in colonial Hong Kong local people were residents, not rights-bearing citizens. While rights have advanced considerably in recent years, the notion of citizenship has remained constitutionally absent since 1997. Chapter 3 ("Civic education and the making of deformed citizenry") explains the lack of civic education under colonialism, and the post-1997 government's attempt to construct a particular notion of citizenship through the promotion of civic education. Chapter 4 ("The making of the 'ideal citizen' in schooling processes") revisits the familiar production and reproduction of gender stereotypes in education, showing that the passive, obedient feminine subjectivities constituted in lower-class girls produce second-class adult citizens. A large proportion of Hong Kong's population consists of migrants from mainland China. Providing a survey of this flow, Chapter 5 ("Politics of incorporation and exclusion") explains the different fates of migrants arriving at different times. Chapter 6 ("Hong Kong as a semi-ethnocracy") describes Hong Kong as being ruled in the interests of its citizens at the expense of "denizens" (foreigners enjoying permanent residency but without political rights) and "margizens" (foreign contract workers having few rights). Chapter 7 ("Lived citizenship and lower-class Chinese migrant women") examines the right of abode controversy (whether or not children of Hong Kong residents born in mainland China to mainlanders prior to their gaining of residency rights have the automatic right of abode in Hong Kong). …

Jordanian Women in Education: Politics, Pedagogy and Gender Discourses

The ‘epistemic’ violence that has beset gender discourses in education refutes the claim that progress is measured by figures and numbers of Jordanian women in schools and the workplace. While such discourses demand to be contextualized, deconstructed and resisted, they also necessitate creating a link between political praxis and gender politics. My argument centres on the indispensable role critical discourse can play in locating these instances of ‘epistemic’ violence and revealing the manner in which the themes of constructed gender knowledge have been subjugated to the political praxis of each context. Interventions by donors and NGOs have more often than not been emasculated by the political considerations of governments and establishments. The result has been ‘disciplined’ gender politics in education, perpetuating traditional discursive practices, roles and stereotypes instead of acting as an emancipatory power. Human development reports and traditional literature on gender bias in education have failed to account for such discursive/power practices. In this paper, I shed light on the national, the international and the textual ‘knowledge’ that surrounds gender bias in education in a context like Jordan. I conclude by demonstrating the importance of the national and its discursive practices in reformulating approaches based on the international (human development reports) and the textual (literature on gender bias and stereotypes in education).

Evaluating a women's careers convention: methods, results and implications

Abstract This paper reports an evaluation of a careers convention for women, designed to widen their occupational horizons. The convention was held in Wales in 1987, and evaluated the same year. Data are provided on how 500 schoolgirls reacted to the event and how they plan to spend their own futures. The findings are shown to be relevant to anyone attempting to improve careers education, challenge sex stereotyping in education, or run similar conventions. The young women are shown to have enjoyed the convention, and to have learnt about non‐traditional careers available to modern females, but the majority remain attached to traditionally female jobs for themselves.