HREDU82
Assignment 2 2025
Detailed Solutions, References & Explanations
Unique number: 655332
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 Terms
show,of use
By making use of this document you agree to:
and in classroom routines. ForUse example,
this documentwhen girls for
as a guide arelearning,
askedcomparison
to clean and thereference
class andpurpose,
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
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;
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 2 2025
Detailed Solutions, References & Explanations
Unique number: 655332
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 Terms
show,of use
By making use of this document you agree to:
and in classroom routines. ForUse example,
this documentwhen girls for
as a guide arelearning,
askedcomparison
to clean and thereference
class andpurpose,
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
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;
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.
