HREDU82 Assignment 2 2025
Unique Number:
Due date: 30 June 2025
LITERATURE REVIEW: GENDER STEREOTYPES IN SOUTH AFRICAN CLASSROOMS
1. INTRODUCTION AND CONCEPTUAL BACKGROUND
Gender equality in education is a global priority, but in practice, it remains a challenge—
especially in countries like South Africa where deep-rooted social norms still shape
classroom life. While education policies in South Africa support equality, learners continue to
experience gender stereotypes in subtle and often unnoticed ways. These stereotypes can
affect learners‘ choices, self-belief, and performance in school. Understanding how these
stereotypes are created and experienced by teachers and learners is essential in order to
build more inclusive classrooms.
Research shows that schools are not neutral spaces. They often reflect the gender
expectations found in wider society. As such, classrooms can become places where ideas
about what it means to be a ―boy‖ or a ―girl‖ are repeated and reinforced (Bhana, 2013;
Mlambo, 2022). These ideas are seen in what teachers say, what textbooks show, and in
classroom routines. For example, when girls are asked to clean the class and boys are
asked to lift heavy objects, these actions send a message about gender roles.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
LITERATURE REVIEW: GENDER STEREOTYPES IN SOUTH AFRICAN
CLASSROOMS
1. INTRODUCTION AND CONCEPTUAL BACKGROUND
Gender equality in education is a global priority, but in practice, it remains a
challenge—especially in countries like South Africa where deep-rooted social norms
still shape classroom life. While education policies in South Africa support equality,
learners continue to experience gender stereotypes in subtle and often unnoticed
ways. These stereotypes can affect learners‘ choices, self-belief, and performance in
school. Understanding how these stereotypes are created and experienced by
teachers and learners is essential in order to build more inclusive classrooms.
Research shows that schools are not neutral spaces. They often reflect the gender
expectations found in wider society. As such, classrooms can become places where
ideas about what it means to be a ―boy‖ or a ―girl‖ are repeated and reinforced
(Bhana, 2013; Mlambo, 2022). These ideas are seen in what teachers say, what
textbooks show, and in classroom routines. For example, when girls are asked to
clean the class and boys are asked to lift heavy objects, these actions send a
message about gender roles.
A useful way to understand gender stereotypes in classrooms is to explore how
gender is socially constructed. Connell (2009) explains that gender is not just about
biology but about how society teaches people to act, think, and feel based on
whether they are male or female. This means gender roles can change, depending
on time and place. In South African schools, gender stereotypes often come from
cultural traditions, religion, and family beliefs, as well as the way teachers were
trained. These stereotypes shape teaching methods and learner behaviour in ways
that may not be obvious at first glance (Unterhalter et al., 2014).
Recent literature highlights how gender bias continues to limit learners‘ educational
opportunities. Girls are often encouraged to be quiet, obedient, and neat, while boys
are expected to be active, loud, and confident (Sadker & Zittleman, 2009; Dube,
2021). These messages affect what subjects learners choose and how they perform
in school. For instance, boys may feel they must take science or technology
subjects, even if they enjoy the arts. Girls, on the other hand, may avoid technical or
physical science classes because they are seen as ―masculine‖ (Francis et al., 2017;
, For additional support +27 81 278 3372
Naidoo, 2023). These patterns are reinforced in both rural and urban schools, though
the reasons may differ depending on context.
The intersection of gender with other factors such as poverty, race, and geography is
also important. For example, Mlambo (2022) found that in rural schools, girls often
face a ―double burden‖ of gender and location. They must deal with gender
expectations at home and school while also coping with poor resources and long
distances to school. Dube (2021) also found that teachers in rural schools may follow
traditional beliefs about gender that shape their classroom expectations. In contrast,
Naidoo (2023) argues that urban schools also struggle with gender bias, though the
issue is often linked to competition and school culture rather than tradition. These
findings show that gender stereotypes do not exist in isolation—they are shaped by
the context of each school.
Although teachers may not always intend to treat boys and girls differently, their
actions often reflect unconscious bias. Bhana (2013) observed that in early
childhood classrooms, boys are often given more space to explore, play, and be
noisy, while girls are encouraged to help, clean, or sit quietly. These early messages
about what is acceptable for each gender continue into later school years. As
Francis et al. (2017) explain, the division in subject choices that begins in primary
school often becomes more fixed in high school. This division affects learners‘
futures, as it guides their access to careers and opportunities later in life.
The role of curriculum and textbooks in reinforcing gender stereotypes has also been
studied. UNESCO (2018) notes that in many textbooks, men are shown in active,
professional roles, while women are often shown doing housework or taking care of
children. Prinsloo (2007) found that many South African learning materials still leave
out the experiences of girls or present them in limited ways. This kind of bias can
influence how learners see themselves and their potential. If a girl never sees a
female scientist in her textbook, she might think science is not for her.
Other studies focus on how learners themselves understand gender. DePalma and
Atkinson (2009) found that many learners repeat gender norms they hear at home or
in the media. For example, boys may tease each other for liking ―girly‖ things, and
girls may be told to act more ―ladylike.‖ However, some learners resist these roles,
especially when schools create safe spaces for open discussion. Connell (2009) and
Unique Number:
Due date: 30 June 2025
LITERATURE REVIEW: GENDER STEREOTYPES IN SOUTH AFRICAN CLASSROOMS
1. INTRODUCTION AND CONCEPTUAL BACKGROUND
Gender equality in education is a global priority, but in practice, it remains a challenge—
especially in countries like South Africa where deep-rooted social norms still shape
classroom life. While education policies in South Africa support equality, learners continue to
experience gender stereotypes in subtle and often unnoticed ways. These stereotypes can
affect learners‘ choices, self-belief, and performance in school. Understanding how these
stereotypes are created and experienced by teachers and learners is essential in order to
build more inclusive classrooms.
Research shows that schools are not neutral spaces. They often reflect the gender
expectations found in wider society. As such, classrooms can become places where ideas
about what it means to be a ―boy‖ or a ―girl‖ are repeated and reinforced (Bhana, 2013;
Mlambo, 2022). These ideas are seen in what teachers say, what textbooks show, and in
classroom routines. For example, when girls are asked to clean the class and boys are
asked to lift heavy objects, these actions send a message about gender roles.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
LITERATURE REVIEW: GENDER STEREOTYPES IN SOUTH AFRICAN
CLASSROOMS
1. INTRODUCTION AND CONCEPTUAL BACKGROUND
Gender equality in education is a global priority, but in practice, it remains a
challenge—especially in countries like South Africa where deep-rooted social norms
still shape classroom life. While education policies in South Africa support equality,
learners continue to experience gender stereotypes in subtle and often unnoticed
ways. These stereotypes can affect learners‘ choices, self-belief, and performance in
school. Understanding how these stereotypes are created and experienced by
teachers and learners is essential in order to build more inclusive classrooms.
Research shows that schools are not neutral spaces. They often reflect the gender
expectations found in wider society. As such, classrooms can become places where
ideas about what it means to be a ―boy‖ or a ―girl‖ are repeated and reinforced
(Bhana, 2013; Mlambo, 2022). These ideas are seen in what teachers say, what
textbooks show, and in classroom routines. For example, when girls are asked to
clean the class and boys are asked to lift heavy objects, these actions send a
message about gender roles.
A useful way to understand gender stereotypes in classrooms is to explore how
gender is socially constructed. Connell (2009) explains that gender is not just about
biology but about how society teaches people to act, think, and feel based on
whether they are male or female. This means gender roles can change, depending
on time and place. In South African schools, gender stereotypes often come from
cultural traditions, religion, and family beliefs, as well as the way teachers were
trained. These stereotypes shape teaching methods and learner behaviour in ways
that may not be obvious at first glance (Unterhalter et al., 2014).
Recent literature highlights how gender bias continues to limit learners‘ educational
opportunities. Girls are often encouraged to be quiet, obedient, and neat, while boys
are expected to be active, loud, and confident (Sadker & Zittleman, 2009; Dube,
2021). These messages affect what subjects learners choose and how they perform
in school. For instance, boys may feel they must take science or technology
subjects, even if they enjoy the arts. Girls, on the other hand, may avoid technical or
physical science classes because they are seen as ―masculine‖ (Francis et al., 2017;
, For additional support +27 81 278 3372
Naidoo, 2023). These patterns are reinforced in both rural and urban schools, though
the reasons may differ depending on context.
The intersection of gender with other factors such as poverty, race, and geography is
also important. For example, Mlambo (2022) found that in rural schools, girls often
face a ―double burden‖ of gender and location. They must deal with gender
expectations at home and school while also coping with poor resources and long
distances to school. Dube (2021) also found that teachers in rural schools may follow
traditional beliefs about gender that shape their classroom expectations. In contrast,
Naidoo (2023) argues that urban schools also struggle with gender bias, though the
issue is often linked to competition and school culture rather than tradition. These
findings show that gender stereotypes do not exist in isolation—they are shaped by
the context of each school.
Although teachers may not always intend to treat boys and girls differently, their
actions often reflect unconscious bias. Bhana (2013) observed that in early
childhood classrooms, boys are often given more space to explore, play, and be
noisy, while girls are encouraged to help, clean, or sit quietly. These early messages
about what is acceptable for each gender continue into later school years. As
Francis et al. (2017) explain, the division in subject choices that begins in primary
school often becomes more fixed in high school. This division affects learners‘
futures, as it guides their access to careers and opportunities later in life.
The role of curriculum and textbooks in reinforcing gender stereotypes has also been
studied. UNESCO (2018) notes that in many textbooks, men are shown in active,
professional roles, while women are often shown doing housework or taking care of
children. Prinsloo (2007) found that many South African learning materials still leave
out the experiences of girls or present them in limited ways. This kind of bias can
influence how learners see themselves and their potential. If a girl never sees a
female scientist in her textbook, she might think science is not for her.
Other studies focus on how learners themselves understand gender. DePalma and
Atkinson (2009) found that many learners repeat gender norms they hear at home or
in the media. For example, boys may tease each other for liking ―girly‖ things, and
girls may be told to act more ―ladylike.‖ However, some learners resist these roles,
especially when schools create safe spaces for open discussion. Connell (2009) and
