HREDU82
Assignment 3 2025
Unique Number: 520320
Due Date: 23 August 2025
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 Terms tools offor
use
analysing how power, identity, and cultural norms influence gender roles in education. Theto:
By making use of this document you agree
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique Number: 520320
Due Date: 23 August 2025
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 Terms tools offor
use
analysing how power, identity, and cultural norms influence gender roles in education. Theto:
By making use of this document you agree
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
