CTET CDP: Gender as a Social Construct – Gender Roles, Bias & Educational Practice - Power Within Psychology

Reading time

5–7 minutes

Word count

1,145 words

Table of Content

Why are girls sometimes told to “be quiet and gentle,” while boys are encouraged to “be strong and fearless”? Why are certain subjects, careers, games, or responsibilities often associated with one gender?

Are these differences natural, or are children learning them from the society around them?

Gender is not simply about biological differences. Children grow up surrounded by messages about how boys and girls are “supposed” to behave. These messages come from family, school, media, peers, textbooks, and the wider society. Over time, they can shape children’s expectations, behaviour, interests, confidence, and educational choices.

What is Gender?

Gender refers to the socially and culturally shaped roles, behaviours, expectations, and characteristics associated with people in a particular society.

It is important to distinguish between sex and gender.

Sex	Gender
Generally refers to biological characteristics	Refers to socially and culturally shaped roles and expectations
Includes biological aspects	Includes behaviours, norms, roles, and expectations
Biological differences are involved	Varies across cultures and societies

Example

Being able to give birth is a biological function associated with female reproductive biology.

But the belief that “girls should cook while boys should not do household work” is a social expectation, not a biological requirement.

A social construct is an idea or expectation that is created and reinforced by society rather than being determined solely by biology.

Gender roles are learned through everyday experiences.

A child may repeatedly hear:

“Boys don’t cry.”
“Girls should be polite.”
“Boys are naturally good at mathematics.”
“Girls are better at languages.”
“Boys should play outdoor games.”
“Girls should help with household work.”

When children hear such messages repeatedly, they may begin to believe that these expectations are natural or fixed.

Therefore, gender is shaped through socialisation.

How Children Learn Gender Roles

Children learn gender expectations through several socialising agents.

1. Family

Parents and family members can influence children’s understanding of gender through toys, clothing, responsibilities, language, and expectations.

Example:

If boys are encouraged to repair things while girls are expected to help in the kitchen, children may develop the belief that certain tasks belong to particular genders.

2. School

Schools influence gender through classroom practices, textbooks, activities, teacher expectations, and participation patterns.

Example:

If boys are repeatedly chosen for leadership roles while girls are asked to decorate the classroom, students may develop stereotypical ideas about leadership.

3. Peers

Children may reward or criticise each other’s behaviour based on gender expectations.

For example, a boy may be teased for enjoying dance, or a girl may be discouraged from participating in a sport considered “for boys.”

4. Media

Television, advertisements, films, social media, and online content can reinforce or challenge gender stereotypes.

5. Textbooks

Textbooks can influence children’s perceptions through the way women and men are represented.

If men are repeatedly shown as doctors, scientists, engineers, or leaders while women are shown mainly in domestic roles, children may internalise these associations.

What are Gender Roles?

Gender roles are socially defined expectations about how people should behave based on perceived gender.

Examples include:

Boys should be strong.
Girls should be caring.
Boys should take leadership.
Girls should be quiet and obedient.
Women should manage household responsibilities.
Men should be financial providers.

These expectations are not fixed rules of human behaviour. They vary across cultures, communities, families, and historical periods.

Gender Stereotypes

A gender stereotype is an oversimplified belief about the abilities, characteristics, interests, or behaviour of people based on gender.

Gender Stereotype	Why It Is Problematic
Boys are naturally better at mathematics	May reduce girls’ confidence in STEM
Girls are more emotional	May discourage girls from leadership or assertiveness
Boys should not cry	Discourages healthy emotional expression
Girls should be good at household work	Limits opportunities and reinforces unequal roles
Boys are better at sports	Can discourage girls from participating
Girls are naturally obedient	May discourage independent thinking

What is Gender Bias?

Gender bias occurs when individuals are treated differently or judged differently because of their gender.

Bias may be:

Conscious or unconscious
Direct or indirect
Individual or institutional

Gender Bias in Education

Gender bias can appear in many forms.

Classroom Participation:Teachers may unintentionally give more opportunities to boys to answer questions or lead discussions.
Subject Choices:Girls may be discouraged from STEM subjects, while boys may be discouraged from arts or humanities.
Sports:Schools may provide greater encouragement or opportunities to boys in certain sports.
Discipline:The same behaviour may sometimes be interpreted differently depending on whether the child is a boy or girl.
Textbooks:Gender stereotypes may appear through unequal representation of occupations and social roles.

Impact of Gender Bias on Children

Gender bias can affect:

Self-confidence
Academic motivation
Participation
Subject choices
Career aspirations
Emotional expression
Leadership opportunities
Self-concept

Example:If a girl repeatedly hears that mathematics is “more suitable for boys,” she may begin doubting her ability even when she performs well.

This demonstrates how social expectations can influence educational outcomes.

Gender-Inclusive Educational Practices

Teachers can play a powerful role in reducing gender bias.

1. Use Gender-Neutral Opportunities

Give all students opportunities to participate in:

Sports
Leadership
Science activities
Art
Technology
Household-related activities
Classroom responsibilities

2. Avoid Gendered Labelling

Instead of saying:

“Boys are strong.”

Say:

“Everyone can develop physical strength through practice and participation.”

3. Encourage Emotional Expression

Children of all genders should be allowed to express emotions.

A boy crying should not be told, “Boys don’t cry.”

Instead, teachers can help children identify and communicate their emotions appropriately.

4. Challenge Stereotypes

When a student says, “Girls cannot become engineers,” the teacher can introduce examples of women working in engineering and other STEM fields.

Similarly, boys should be encouraged to explore caring, artistic, linguistic, and creative roles.

5. Provide Equal Participation

Teachers should consciously monitor who answers questions, leads groups, receives feedback, and participates in activities.

6. Use Inclusive Learning Materials

Examples, stories, pictures, and textbooks should represent people of different genders in diverse occupations and roles.

Gender Equality vs Gender Equity

These terms are related but not identical.

Gender Equality means providing equal rights, opportunities, and treatment regardless of gender.

Gender Equity recognises that individuals may face different barriers and may sometimes require appropriate support to achieve fair opportunities.

Example:If girls have historically had fewer opportunities to participate in certain sports, actively encouraging and supporting their participation can promote greater equity.