HREDU82
Assignment 3 2025
Unique # 520320
Due Date: 23 August 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, UNCOVERING GENDER STEREOTYPES IN SOUTH AFRICAN CLASSROOMS:
A QUALITATIVE STUDY ON TEACHERS’ PRACTICES AND LEARNERS’
EXPERIENCES
1. INTRODUCTION
This assignment builds on the previous components of the research proposal by
focusing on the philosophical and theoretical foundations of the study. Specifically, it
discusses the research paradigm, relevant theories, and key concepts that will guide
the investigation into gender stereotypes in South African classrooms. The study
seeks to understand how gender roles are constructed, reproduced, or challenged
within everyday school practices and learning environments. It will explore both
teacher behaviours and learner perceptions to unpack the complex ways in which
gendered expectations shape educational experiences.
The assignment is divided into three main parts. The first part explains the concept
of a research paradigm and discusses various paradigms typically used in social
research. It then justifies the choice of a specific paradigm—interpretivism—as best
suited for this qualitative study. The second part explores the theoretical framework
underpinning the research, including feminist theory and social constructivism.
These frameworks provide tools for analysing how power, identity, and cultural
norms influence gender roles in education. The third part identifies and explains key
concepts such as ―gender bias,‖ ―teacher expectations,‖ and ―gendered subject
choices,‖ and shows how they form the foundation of the study‘s conceptual
framework. These theories and concepts are vital for framing the research problem
and guiding data collection and interpretation. Together, they help to critically
examine how gender norms operate in school settings and how more inclusive
practices can be encouraged.
1.2. Problem Statement
Despite progressive education policies in South Africa that promote gender equality,
gender stereotypes continue to shape teaching practices, curriculum content, and
learner behaviour. These stereotypes often go unnoticed yet significantly influence
subject choices, classroom participation, and learner confidence. Girls are frequently
channelled into caring roles and softer subjects, while boys are expected to
Varsity Cube 2025 +27 81 278 3372
, dominate in science and leadership positions. This limits learners' freedom and
reinforces unequal gender norms in society.
Main Research Question:
How are gender stereotypes constructed, reinforced, or challenged in South African
classrooms?
Sub-Research Questions:
1. How do teachers‘ expectations and practices reflect gender bias in the
classroom?
2. How do learners experience and respond to gender stereotypes in their
educational settings?
3. In what ways do curriculum content and teaching materials contribute to the
reinforcement or disruption of gender roles?
2. RESEARCH PARADIGM
2.1. Understanding Research Paradigms
A research paradigm is a set of shared beliefs or worldviews that guide how
researchers understand reality, generate knowledge, and select appropriate
research methods (Creswell & Poth, 2018). Paradigms help researchers decide what
is important to study, how to study it, and how to interpret findings. They include
assumptions about ontology (what is reality?), epistemology (what is knowledge and
how is it gained?), methodology (how should research be conducted?), and axiology
(what values influence research?).
Paradigms are essential in educational research because they provide the
philosophical foundation that supports the logic behind a study. They help
researchers clarify the purpose of their inquiry, the type of data they collect, and the
kind of conclusions they draw (Kivunja & Kuyini, 2017). Choosing the right paradigm
is especially important when researching sensitive and socially constructed issues
like gender. Since gender roles and stereotypes are deeply embedded in social
norms and vary across cultures and time periods, they require a paradigm that
values subjective experiences and contextual understanding.
Varsity Cube 2025 +27 81 278 3372
Assignment 3 2025
Unique # 520320
Due Date: 23 August 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, UNCOVERING GENDER STEREOTYPES IN SOUTH AFRICAN CLASSROOMS:
A QUALITATIVE STUDY ON TEACHERS’ PRACTICES AND LEARNERS’
EXPERIENCES
1. INTRODUCTION
This assignment builds on the previous components of the research proposal by
focusing on the philosophical and theoretical foundations of the study. Specifically, it
discusses the research paradigm, relevant theories, and key concepts that will guide
the investigation into gender stereotypes in South African classrooms. The study
seeks to understand how gender roles are constructed, reproduced, or challenged
within everyday school practices and learning environments. It will explore both
teacher behaviours and learner perceptions to unpack the complex ways in which
gendered expectations shape educational experiences.
The assignment is divided into three main parts. The first part explains the concept
of a research paradigm and discusses various paradigms typically used in social
research. It then justifies the choice of a specific paradigm—interpretivism—as best
suited for this qualitative study. The second part explores the theoretical framework
underpinning the research, including feminist theory and social constructivism.
These frameworks provide tools for analysing how power, identity, and cultural
norms influence gender roles in education. The third part identifies and explains key
concepts such as ―gender bias,‖ ―teacher expectations,‖ and ―gendered subject
choices,‖ and shows how they form the foundation of the study‘s conceptual
framework. These theories and concepts are vital for framing the research problem
and guiding data collection and interpretation. Together, they help to critically
examine how gender norms operate in school settings and how more inclusive
practices can be encouraged.
1.2. Problem Statement
Despite progressive education policies in South Africa that promote gender equality,
gender stereotypes continue to shape teaching practices, curriculum content, and
learner behaviour. These stereotypes often go unnoticed yet significantly influence
subject choices, classroom participation, and learner confidence. Girls are frequently
channelled into caring roles and softer subjects, while boys are expected to
Varsity Cube 2025 +27 81 278 3372
, dominate in science and leadership positions. This limits learners' freedom and
reinforces unequal gender norms in society.
Main Research Question:
How are gender stereotypes constructed, reinforced, or challenged in South African
classrooms?
Sub-Research Questions:
1. How do teachers‘ expectations and practices reflect gender bias in the
classroom?
2. How do learners experience and respond to gender stereotypes in their
educational settings?
3. In what ways do curriculum content and teaching materials contribute to the
reinforcement or disruption of gender roles?
2. RESEARCH PARADIGM
2.1. Understanding Research Paradigms
A research paradigm is a set of shared beliefs or worldviews that guide how
researchers understand reality, generate knowledge, and select appropriate
research methods (Creswell & Poth, 2018). Paradigms help researchers decide what
is important to study, how to study it, and how to interpret findings. They include
assumptions about ontology (what is reality?), epistemology (what is knowledge and
how is it gained?), methodology (how should research be conducted?), and axiology
(what values influence research?).
Paradigms are essential in educational research because they provide the
philosophical foundation that supports the logic behind a study. They help
researchers clarify the purpose of their inquiry, the type of data they collect, and the
kind of conclusions they draw (Kivunja & Kuyini, 2017). Choosing the right paradigm
is especially important when researching sensitive and socially constructed issues
like gender. Since gender roles and stereotypes are deeply embedded in social
norms and vary across cultures and time periods, they require a paradigm that
values subjective experiences and contextual understanding.
Varsity Cube 2025 +27 81 278 3372
