Abstract
One of the most relevant challenges for Chile is to become a more inclusive country, especially when it comes to gender issues. In fact, the current Chilean government has designed most of its public policies mind the sustainable goals of the United Nations, including achieving greater gender equity by 2030. In fact, the Ministry of Education has highlighted gender equity as one of the cornerstones of teacher training programs nationwide. The objective of this paper is to present the outcomes of a study that examined the graduation theses formulated by 14 English pedagogy students in Santiago, Chile in the years 2021 and 2022 in relation to gender stereotypes. The employed methodology was qualitative, as a thematic analysis was conducted. The results revealed that gender stereotypes such as the following are still prevalent in Chilean schools: female teachers are expected to take on roles as caregivers, which is not required of their male colleagues; female teachers are perceived as less capable and often need to demonstrate their knowledge; male teachers are perceived as more rational and serious, while female teachers appear to be kinder and more emotional. To conclude, the students who took part in the study assumed a critical position regarding gender stereotypes allowing them to perceive themselves as transforming agents called to make changes, through the language and attitudes used in class to deconstruct stereotypes that harm both men and women in their professional development.
Author Information
Erika de la Barra, University of Santiago, Chile
Soffia Carbone, Universidad Mayor, Chile
Paper Information
Conference: PCE2024
Stream: Education
This paper is part of the PCE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Barra E., & Carbone S. (2024) The Transformative Role of the English Teacher in Deconstructing Gender Stereotypes in EFL ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 207-215) https://doi.org/10.22492/issn.2758-0962.2024.17
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.17
Comments
Powered by WP LinkPress