A study of teachers' perceptions of how gender issues manifest themselves in the classroom

Abstract

The following thesis investigated teachers’ perceptions of how gender issues manifest themselves in the classroom. Five high school teachers participated in interviews that discussed their ideas and experiences concerning gender disparities in an educational setting as a qualitative method of research. The aim of this study was to gain insight to teachers’ perceptions, interpretations, and current practices in response to gender inequality in the classroom. Semi-structured interviews were carried out for participants to share their insights, beliefs, and attitudes towards gender inequality in their own classrooms. The interview data was then analyzed through Interpretative Phenomenological Analysis (IPA) in order to find recurring themes or patterns amongst the teachers. The study also explored strategies currently employed by teachers to promote gender equality and challenges faced in an attempt to implement them. This phenomenon is important to study because the possibility of the presence of gender inequality in classrooms may have significant impacts on students’ educational experiences and outcomes. The results highlighted the importance of needing teacher education and training for fostering inclusive classrooms that empower students of all genders. Participants also placed emphasis on the impact of gender inequalities on students’ well-being based on personal recounts. The findings have implications for stakeholders such as educational policymakers, school administrators, and teacher training programs that seek to promote gender equality practices in schools.