HREDU82
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 30 JUNE 2025
, Research Project in Education
1. Title
Gender Stereotypes in South African Classrooms: Impacts on Learner Identity
and Academic Opportunity
2. Introduction, Background, Rationale, Significance, Problem and Purpose
Statements
Introduction
This research explores the persistence of gender stereotypes in South African
classrooms and their impact on learner participation, subject choices, and long-term
aspirations. Despite progressive educational policies post-apartheid, everyday
classroom practices continue to reflect gendered norms. These stereotypes are often
internalised by learners, limiting their academic performance and reinforcing societal
inequalities. This study aims to investigate how such biases are maintained or
challenged within the classroom context.
Background (approx. 1200 words)
Education in South Africa operates within a historical framework shaped by apartheid,
patriarchy, and socio-economic inequalities. While major strides have been made
toward racial equity and educational access, gender equality in classrooms remains
inconsistent. During apartheid, textbooks and teaching methods reinforced male
dominance and female submissiveness. Post-apartheid reforms introduced gender
equity as a central educational goal (Chisholm, 2001), yet traditional roles often remain
embedded in teaching materials, classroom interactions, and teacher attitudes.
Gender stereotyping in classrooms manifests through:
Differential treatment by educators based on gendered expectations.
Textbooks depicting males in active, powerful roles and females in domestic or
passive roles.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 30 JUNE 2025
, Research Project in Education
1. Title
Gender Stereotypes in South African Classrooms: Impacts on Learner Identity
and Academic Opportunity
2. Introduction, Background, Rationale, Significance, Problem and Purpose
Statements
Introduction
This research explores the persistence of gender stereotypes in South African
classrooms and their impact on learner participation, subject choices, and long-term
aspirations. Despite progressive educational policies post-apartheid, everyday
classroom practices continue to reflect gendered norms. These stereotypes are often
internalised by learners, limiting their academic performance and reinforcing societal
inequalities. This study aims to investigate how such biases are maintained or
challenged within the classroom context.
Background (approx. 1200 words)
Education in South Africa operates within a historical framework shaped by apartheid,
patriarchy, and socio-economic inequalities. While major strides have been made
toward racial equity and educational access, gender equality in classrooms remains
inconsistent. During apartheid, textbooks and teaching methods reinforced male
dominance and female submissiveness. Post-apartheid reforms introduced gender
equity as a central educational goal (Chisholm, 2001), yet traditional roles often remain
embedded in teaching materials, classroom interactions, and teacher attitudes.
Gender stereotyping in classrooms manifests through:
Differential treatment by educators based on gendered expectations.
Textbooks depicting males in active, powerful roles and females in domestic or
passive roles.
