This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.

1. GENDER AND SCHOOL
CURRICULUM
Submitted by
S. JENOVA
B. Ed 1st Year
(Computer science)
Sivanthi College of
Education
Kundrathur
Chennai.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

2. Meaning of Gender
 Gender is the concept developed
by the society. It refers to the
socially constructed identities of
men and women such as norms,
roles and relationships between
group of women and men.
Meaning of Curriculum
• Curriculum refers to the
lesson and academic content
taught in a school or in a
specific course or program
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

3. Gender Disparity in Curriculum
The gender
inequality may be
reflected in the
traditional curriculum
in the following ways
I. Associating
different subjects
with masculinity
and femininity
II. Teachers
presenting
teaching materials
differently for girls
and boys
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

4. Gender bias operates in
almost all facts of the school
life
GENDER AND
SCHOOL
CURRICULUM
Curriculum content
Gender bias in Education
Role of Teacher
Role of School
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

5. CURRICULUM CONTENT
Representation of Gender roles in
Textbook and Curriculum
 Content matter usually not giving enough
importance to women achievers and their
achievement.
 In the school curriculum, history and language
lessons provide more opportunities for gender
inequality being expressed.
 UNESCO study of teaching materials used in
schools of different countries across the world
found overwhelmingly strong gender bias.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

6. Gender Stereotype in school textbooks
and curriculum  PRIMARY SCHOOL
LEVEL
In this level textbook
contain pictorial illustration
explaining the gender roles
and functions of family
members like father, mother,
brother, sister etc. This makes
a deep impression in the
minds of young children about
what men/women should do
and what they should not do.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

7. o Names of female
characters ignored in the
literature – e.g. Mother of
Kovalan/Kannagi in
Silappathikaram
o Exceptions in this are
some of the prominent
names like Yasodhara
(w/o Buddha), Asoka’s
daughter Sangamitra etc.
o Other prominent names
include Sembian
Mahadevi & Kundavai
Nachiyar of Chozha
kingdom and Meenakshi
and Koperndevi of Pandia
Kingdom
o Character of Chastity was
adored through the
characters of Sita in
Ramayana and Kannagi in
Silappathigaram
SECONDARY SCHOOL LEVEL
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

8. o Allocation of courses based on sex – e.g.. Fine arts/Home management
for girls and Engineering or Math for boys etc.
o Similarly sports requiring heavy physical activity is considered for boys
o In filed activities too girls are assigned works as cooking or serving food
against works as road repairing or participating in awareness programs
for boys
 Equal importance to all genders
 Unbiased ideas in relation to genders
 Equal representation to all genders
 Roles according to one’s ability
HIGHER SECONDARY LEVEL
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

9. GENDER BIAS IN EDUCATION
Gender-bias in Education
refers to treating boys
and girls differently in all
school activities and
learning experiences
provided, such as the
process of socialization,
classroom interaction
textbooks used,
curricular and co-
curricular activities,
resources and facilities
made available to
students etc…
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

10. Educational Material
 Gender bias is indirectly taught to
students through textbook and other
learning materials.
 Using Textbooks which Ignore the
Contributions women and those
containing stereotype gender roles and
add to gender bias in the school
curriculum
 Use of gender equitable learning material
help students develop gender balanced
knowledge, desirable attitudes towards
gender roles and gender just behavior.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

11. Classroom Interaction
 Generally in classroom interaction
teachers’ reaction to students’ response
will be any one of the following
Provide Feedback to
student response
Teacher correcting
the response
Commenting on the
response
Accepting on the
student response
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

12. ROLE OF TEACHER
 Teachers play a very important role during the
childhood and their ideas and beliefs are capable of
affecting the thought patterns of young children.
 A Teacher should be a role model by one’s classroom
activities and behavior for student to develop positive
attitudes towards gender equality.
 In our classroom activities, teachers unintentionally
reinforce traditional gender roles of which the following
are the important ones
 Higher expectations of boys achieving than girls
 Teacher asking questions only to boys often.
 Teachers generally help boys to complete the
assignment.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

13. Positive attitude of Teacher
 Treating boys and girls equally
 Encouraging students of both gender
to participate actively in classroom
discussions and Experiments.
 Ensuring there is no gender-bias in the
curriculum and instructional materials.
 Selecting Textbooks free from gender-
bias.
 Taking care of cultural differences
among students
 Avoiding traditional roles to student
while assigning tasks.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

14.  Engaging non-traditional choices.
 Teachers having equal expectations for
boys and girls in Academic Achievement
 Allowing equal wait time for girls and
boys to answer in the class.
 Creating conducive learning
environment in the classroom
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

15. ROLE OF SCHOOL
Sitting in the same classroom, Reading the
same textbook, Listening to the same
Teacher, boys and girls receiving different
education
-(Sadker 1994)
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

16. Gender
socialization
 Gender identity is developed in an individual right
from birth, by various social agencies like family,
neighbors, peers, etc..
Gender socialization takes place even in our
school. Make girls feel that they are not equal to
boys. separate seating arrangement for boys and
girls, uniforms, separate toilet, games and sports
events make them feel that they are treated
differently.
Schools could develop the attitude of gender
equality among its students by providing appropriate
school climate and school practices.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

17. TRANSGENDER
 Those whose
identity as male or
female is not clearly
evident..
 Educating
Transgender and
providing them with
skill development
can change their
life for the better…
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

18. Developing school curriculum for
Gender Equality
National policy of Education and National Curriculum
Framework stressed the importance of gender equality in
curriculum. Researchers have identified these attributes that
are to be kept in mind while developing a gender-equitable
curriculum and textbook.
 Give equal importance and representation to both gender.
 Ideas expressed in relation to gender should be unbiased and
very clear.
 Having positive views and attitudes towards both genders.
 Integrating the gender roles of men and women
 Acceptance of social roles, according to one’s own abilities and
capacity, without any gender discrimination
 Without showing any bias or discrimination towards
transgender, schools should play an important role in
developing their abilities and skills.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

19. Conclusion
“Education is a strong mean to bring
social change. Education institutions
can play a prominent role in achieving
gender equality.”
“Both men and women should feel free
to be sensitive and to be strong.. It is
time that gender is perceived on a
spectrum not as two opposing sets of
ideas.”
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

20. ACKNOWLEDGEMENT
 My sincere thanks to Administrative
officer(AO),principal and All the staff members
of Sivanthi College of Education, Kundrathur.
 Thiagarajar College of Preceptors, Madurai
for organizing the TCP PRESENTO 2020.
 I specially thank my well wishers for the
support
oMr. Sudhahar A
oMrs. Srividya Anandhakrishnan
oMrs. Archana Venkat
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

21. REFERENCES
 Gender School and Society, B. Ed., First year, - Prof K.
Nagarajan
 TNTEU Course Material
 https://images.app.goo.gl/xGKuPocWfN21FUwA7
 https://images.app.goo.gl/tSGojBv6DXSfUFaR8
 https://opinionfront.com/gender-discrimination-in-education
 https://www.aclu.org/blog/lgbt-rights/transgender-rights/lets-
be-clear-transgender-discrimination-sex-discrimination
 https://pursuit.unimelb.edu.au/articles/schools-connect-with-
gender-respect
 https://commons.wikimedia.org/wiki/File:A_TransGender-
Symbol_Plain1.png
 https://www.pinterest.com/pin/384213411929870156/?d=t&mt
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.