◄Section 2: Status of Gender Equality in Rwandan EducationSection 4: Gender in Classrooms►

Section 3: Gender in Schools

  • Section 3: Gender in Schools

    •  Estimated time: 60 minutes



    • Introduction

    • The gender inequities that run through society have an impact on the school environment.  This is reflected in school processes such as teaching, teacher–student interaction, school management, and the planning and design of the physical infrastructure.  Teaching and learning materials, for example, may contain gender stereotypes.  Teachers are not always aware of the gender specific needs of both girls and boys. School management systems may not sufficiently address gender constraints such as sexual harassment, and many schools do not have adequate or separate toilets for girls and boys.  As a result, the schools do not provide a gender responsive environment for effective teaching and learning to take place

    •  Activity 1: Gender bottlenecks, barriers, options and opportunities

    • Please take the following exercise regarding Gender Bottlenecks, barriers, options and opportunities in Education 

    • Great. Now take a look at the figure on the following page. UNICEF lists some gender bottlenecks, barriers, options and opportunities in education.

    •  Activity 2: Gender Responsive Schools

    • A gender responsive school is one in which the academic, social and physical environment and its surrounding community consider the specific needs of both girls and boys.  This implies that the teachers, parents, community leaders and members, and the boys and girls are all aware of and practice gender equality.  It also assumes that school management systems, policies and practices recognize and address the gender- or sex-based needs of both girls and boys.  In addition, in a gender responsive school the academic delivery, including teaching methodologies, teaching and learning materials, classroom interaction, and management of academic processes, is gender responsive.  The students, both girls and boys, are empowered to practice gender equality and to protect the rights of all learners.  Gender responsiveness includes the physical environment in the school – including buildings, furniture and equipment.

    • Do you feel your school is gender responsive? Please discuss in the following forum!

    • Gender in Schools Forum (copy)
      Make forum posts: 1

    •  Activity 3: Identities and Stereotypes

    • Schools play a powerful role in constructing male and female identities (Aikman & Underhalter, 2007). They influence how boys and girls see themselves and each other. Schools are places of intense interaction where both the formal and informal curriculum shape learners' understanding about gender. Every day attitudes and beliefs about gender are brought into the classroom and influence what is taught and how it is taught. Teachers, school leaders and learners construct gender through their daily interactions and relationships.

    • There exist many stereotypes on boys and girls in many different contexts.

      Are you aware of some stereotypes that may be held by teachers and head teachers by boys and girls in a school?

      Please take a look at the following examples of gender stereotypes in schools

    • Do you recognize these stereotypes and issues? Can you add more? What are you doing to address them?

      Please answer these questions in the following exercise:

    • References
      Aikman, S., & Underhalter, E. (Eds.). (2007). Practising Gender Equality in Education. Oxford: Oxfam. Retrieved from http://policy-practice.oxfam.org.uk/publications/practising-gender-equality-in-education-115528
◄Section 2: Status of Gender Equality in Rwandan EducationSection 4: Gender in Classrooms►