Gender school and society

Gender
Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of
boys and girls, men and women in all societies. Increasing attention has been given to the
importance of achieving gender equality in education. To date, however, most efforts have focused
on addressing gender parity - an equal number or proportion of girls and boys accessing
educational opportunities. Although simple gender parity may be easier to measure, gender
equality encompasses a wider concept, of which gender parity is only a part.
Gender refers to the roles and responsibilities of men and women that are created in our families,
our societies and our cultures. The concept of gender also includes the expectations held about the
characteristics, aptitudes and likely behaviours of both women and men (femininity and
masculinity). Gender roles and expectations are learned. They can change over time and they vary
within and between cultures. Systems of social differentiation such as political status, class,
ethnicity, physical and mental disability, age and more, modify gender roles. The concept of
gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s
domination) is socially constructed. As such, the subordination can be changed or ended. It is not
biologically predetermined nor is it fixed forever.
Related terminology and concepts include:
 Gender roles: The particular economic, political and social roles and responsibilities that are
considered appropriate for men and women in a culture.
 Gender equality: The absence of discrimination on the basis of a person's sex in authority,
opportunities, allocation of resources or benefits, and access to services.
 Gender equity: The process of being fair to women and men. Sometimes this involves measures
to redress historical disadvantages that have prevented men and women from having equal access
to rights and privileges. Equity leads to equality. Gender equity also implies that health needs,
which are specific to each gender, receive appropriate resources.
Gender awareness: Understanding that there are socially determined differences between men
and women, and that these influence access to and control of resources.
 Gender Sensitivity: The ability to perceive existing gender differences and issues, and to
incorporate these into strategies and actions. Contrast with gender blindness.
 Gender analysis: Identifies the inequalities that arise from the different roles of men and women,
and analyzes the consequences of these inequalities for their lives, health and well-being.
 Gender Mainstreaming: The process used to ensure that women’s and men’s concerns and
experiences are integral to the design, implementation, monitoring and evaluation of all legislation,
policies and programmes.

 Gender Parity: A numerical concept concerned with the relative equality in terms of numbers
and proportions of women, men, girls and boys. In education, this means that the same number of
boys and girls receive educational services at different levels and in diverse forms.
Sex, Gender and Sexuality
Sex: ‘Sex’ refers to the biological characteristics or natural biological differences between men
and women, for example, the differences in the organs related to reproduction. A person’s sex is
biologically determined as female or male according to certain identifiable physical features which
are fixed. Women’s marginalisation has often been seen as ‘natural’ and a fact of their biology.
Gender: Gender refers to the cultural, socially constructed differences between the two sexes. It
refers to the way society encourages and teaches the two sexes to behave in different through
socialization. ‘Gender’ and the hierarchical power relations between women and men based on
this are socially constructed, and not derived directly from biology.
Sexuality is distinct from gender yet intimately linked to it. It is the social construction of a
biological drive. An individual's sexuality is defined by whom one has sex with, in what ways,
why, under what circumstances, and with what outcomes. It is more than sexual behavior, it is a
multidimensional and dynamic concept."
Patriarchy
Patriarchy is a social system in which males hold primary power and predominate in roles of
political leadership, moral authority, social privilege, and control of property. In the domain of the
family, fathers hold authority over the women and children.
A patriarchal system is a social system in which the father is the head of the household. This,
however, is not confined to the household alone. It can be extended to the entire society where
males dominate in all social, political, economic, legal and cultural roles. For instance, in most
patriarchal societies women were very much confined to the domestic sphere, where they were
completely cut off from the realities of the society.
Let us take some examples to clarify the way in which patriarchy is evident in our daily life.
 When a man raises his voice in the course of an argument and insects on his point of view,
without letting others especially women get to utter a single word, his actions are likely to
be described as “aggressively patriarchal”.
 If a women complains of sexual harassment at her work place, and all the men in her office
deny that this could ever happen. The reasoning of men can be described as being “
typically patriarchal”.
Matriarchy
Matriarchy is a social system in which females hold primary power, predominate in roles of
political leadership, moral authority, social privilege and control of property at the specific
exclusion of men, at least to a large degree.
A matriarchal system is a social system in which the mother is the head of the household. In a
matriarchal society, the governance of the society is also in the hands of women. When examining
the human history, there is very little evidence of matriarchal societies, because most confuse an
egalitarian society or matrilineal society to a matriarchal society.

MASCULINITY AND FEMININITY:
Masculinity (also called boyhood, manliness, or manhood) is a set of attributes, behaviors and
roles generally associated with boys and men. Masculinity is made up of both socially-defined and
biologically-created factors, distinct from the definition of the male biological sex. Both males and
females can exhibit masculine traits and behavior. Those exhibiting both masculine
and feminine characteristics are considered androgynous.
Masculinity varies for each man dependent on personality, family and culture. The common thread
is a set of characteristics that allow men to feel masculine.
Femininity (also called girlishness, womanliness or womanhood) is a set of attributes, behaviors,
and roles generally associated with girls and women. Femininity is made up of both socially-
defined and biologically-created factors. This makes it distinct from the definition of the biological
female sex, as both males and females can exhibit feminine traits. Modern conceptualizations of
femininity also rely not just upon social constructions, but upon the individualized choices made
by women
There are differences in “masculine” and “feminine” ways of influencing others: getting others to
do what we want them to do or think the way we want them to think. Masculine uses a style of
influence that is “dominance,” while Feminine style is “persuasion.”
The foundational difference between the “masculine” and “feminine” view of “self in the world”
is this: Masculine sees himself as an individual in a hierarchy, while Feminine sees the world as a
network of relationships. In a hierarchy people at higher levels have more power than those at
lower levels. In a hierarchy those higher in status tell those below them what to do. They may
speak politely, but they express what they want clearly and directly. Masculine “leads from the
front,” choosing and showing the way to the goal.
Gender Empowerment
The subject of empowerment of women has becoming a burning issue all over the world including
India since last few decades. Many agencies of United Nations in their reports have emphasized
that gender issue is to be given utmost priority. It is held that women now cannot be asked to wait
for any more for equality.
Inequalities between men and women and discrimination against women have also been age-old
issues all over the world. Thus, women’s quest for equality with man is a universal phenomenon.
What exists for men is demanded by women?
They have demanded equality with men in matters of education, employment, inheritance,
marriage, and politics and recently in the field of religion also to serve as cleric (in Hinduism and
Islam). Women want to have for themselves the same strategies of change which menfolk have
had over the centuries such as equal pay for equal work. Their quest for equality has given birth to
the formation of many women’s associations and launching of movements.

A long struggle going back over a century has brought women the property rights, voting rights,
an equality in civil rights before the law in matters of marriage and employment (in India women
had not to struggle for voting rights as we find in other countries).
In addition to the above rights, in India, the customs of purdha (veil system), female infanticide,
child marriage, sati system (self-immolation by the women with their husbands), dowry system
and the state of permanent widowhood were either totally removed or checked to an appreciable
extent after independence through legislative measures.
GENDER BIAS
Gender bias is a preference or prejudice toward one gender over the other. Bias can be conscious
or unconscious, and may manifest in many ways, both subtle and obvious. It is the unequal
treatment in employment opportunity such as promotion, pay, benefits and privileges and
expectations due to attitudes based on the sex of an employee or group of employees.
Gender bias can be subtle or overt, and can result in small or large consequences. Most countries
have laws eliminating gender bias in work places. Gender bias can be a legitimate basis for a
lawsuit under anti-discrimination statutes. Gender bias is behavior that shows favoritism toward
one gender over another. Most often, gender bias is the act of favoring men and/or boys over
women and/or girls.
Gender Stereotypes
Gender bias occurs when people make assumptions regarding behaviors, abilities or preferences
of others based upon their gender. Because there are strong gender role stereotypes for masculinity
and femininity, students who do not match them can encounter problems with teachers and with
their peers.
Gender stereotypes are simplistic generalizations about the gender attributes, differences, and roles
of individuals and/or groups. Stereotypes can be positive or negative, but they rarely communicate
accurate information about others. When people automatically apply gender assumptions to others
regardless of evidence to the contrary, they are continuing gender stereotyping. Many people
recognize the dangers of gender stereotyping, yet continue to make these types of generalizations.
Traditionally, the female stereotypic role is to marry and have children. She is also to put her
family's welfare before her own; be loving, compassionate, caring, nurturing, and sympathetic;
and find time to be sexy and feel beautiful. The male stereotypic role is to be the financial
provider. He is also to be assertive, competitive, independent, courageous, and career‐focused;
hold his emotions in check; and always initiate sex. These sorts of stereotypes can prove harmful;
they can stifle individual expression and creativity, as well as hinder personal and professional
growth.
Policies, recommendations and initiatives for gender equality

The Indian situation, with respect to gender equality, presents a situation of sharp contrast between
what is on paper and what actually obtains on the ground. If one looks at the constitutional
guarantees, a strong affirmation of nondiscrimination is clearly on record.
The Constitution of India (1951) not only grants equality to women and forbids any discrimination
based on religion, race, caste, sex or place of birth, but also empowers the state to practice
protective discrimination in favour of women. Under the protective discrimination clause, the State
has passed several social and labour legislations and drawn up special programmes and schemes
for the welfare and development of women and children.
The ground situation however, is quite the reverse of the above proclaimed position. Sex ratio does
not favour women in India and a majority of women go through life in a state of chronic stress,
even facing nutritional discrimination within the family. Fewer girls than boys attend school. Even
when enrolled, fewer girls manage to stay in school and complete schooling. Most girls who drop
out of school are working in homes and fields of their parental or marital families.
The National Policy of Education (NPE) 1986 and its Programme of Action (revised in 1992) gives
education a mandate to work for women’s equality and empowerment.
Welfare Programmes and Policies for Women by Government
Of late, women all over the world have been agitating and struggling for their rights and privileges
and initiating women liberation movements to achieve their rightful place in their respective
societies. The United Nations had declared 1975 as International Women Year and the era 1975-
85 as the International Women Decades.
March 8, is observed as Women's Day in our country every year. The South Asian Association for
Regional Co-operation (SAARC) at its convention at Islamabad in 1989 had agreed upon
observing 1990s as the year of the girl child.
Measures taken by the Government for gender equality/socio-economic
development/empowerment of women
The Ministry of Women and Child Development is administering following schemes for gender
equality/socio-economic development/empowerment of women:
 Swadhar and Short Stay Homes to provide relief and rehabilitation to destitute women and
women in distress.
 Working Women Hostels for ensuring safe accommodation for working women away from
their place of residence.
 Support to Training and Employment Program for Women (STEP) to ensure sustainable
employment and income generation for marginalised and asset-less rural and urban poor
women across the country.
 Rashtriya Mahila Kosh (RMK) to provide micro-finance services to bring about the socio-
economic upliftment of poor women.
 National Mission for Empowerment of Women (NMEW) to strengthen the overall
processes that promote all-round Development of Women

 Rajiv Gandhi National Creche Scheme for Children of Working Mothers (including single
mother) to provide day care facilities for running a crèche of 25 children in the age group
0-6 years from families having monthly income of less than Rs 12,000.
 One Stop Centre to provide integrated support and assistance to women affected by
violence.
 Scheme for Universalisation of Women Helpline intended to provide 24 hours immediate
and emergency response to women affected by violence.
 Sabla Scheme for holistic development of adolescent girls in the age group of 11-18 years.
 In order to strengthen the process of gender budgeting the Ministry of Women and Child
Development has been undertaking various capacity building measures for the officials of
the State Governments by organising training programs/workshops regularly.
Policies of the Government
The major policy initiatives undertaken by the government in the recent past for welfare of women
include internal restructuring of Indira Mahila Yojana (IMY), Balika Samridhi Yojana (BSY),
Rural Women's Development and Empowerment Project (RWDEP), setting up of the National
Commission for Women (NCW), National Commission for Children (NCC), National Creche
Fund (NCF), adoption of National Nutrition Policy (NNP) and Rashtriya Mahila Kosh (RMK).
Theories on gender and education
Socialisation theory
Socialization is the process of internalizing society's values in order to adapt to one's culture .It
influences how people behave as males and females in society. The social learning process that
imbibes people into understanding the various aspects of culture includes the process of gender
socialization. Gender socialization encompasses the process of learning society's gender roles and
their advantages and limitations.
In many societies gender roles are rigidly defined. For instance men have traditionally been
expected to be strong, aggressive even dominating. Women have been expected to be nurturing,
sensitive, emotional and relatively passive. Children are taught these values both consciously and
subconsciously from a very early age. This is further reinforced with the use of toys as boys are
given large sized, noise making or violent type whereas girls are often given gentler toys. These
expressions influence information of self as well as identities.
The main agents of gender socialization are parents, peer, siblings, school, society and religion.
For very young children parents and family play the central role in shaping gender socialization.
They determine how the family interacts with a boy as well as the types of toys and clothes that
the baby is given.
Gender Difference Theory
Whereas socialization theorists see girls' differences from boys as a problem-something to be
eliminated-gender difference researchers believe that female/feminine traits should be recognized
and celebrated. Rather than socialize girls to be more like boys, difference theorists seek to
revalorize the relational characteristics associated with girls. As they see it, the educational

problem for girls is the lack of fit between school culture and feminine culture: relational values
are risked by the public sphere's commitment to rationalism, competition, conquest, consumerism,
and radical individualism.
There are two prominent views about the origins of gender differences in human behavior. Some
theorists see gender differences as a reflection of naturally evolved tendencies and society must
reinforce those tendencies if it is to function smoothly. Socio-biologists call this perspective as
essentialism.
The second group of sociologists sees gender differences as social constructionism, mainly as a
reflection of the different social positions occupied by women and men. They view gender as
constructed by social structure and culture.
This variation denies the idea that there are essential and universal behavioral differences between
women and men. In societies with low levels of gender inequality, the tendency decreases for
women to stress the good provider role in selecting male partners, as does the tendency for men to
stress women's domestic skills. Women have become considerably more assertive, competitive,
independent, and analytical in the last four decades. The gender differences are not constants and
they are not inherent in men and women.
Structural Theory
Structural analyses focus on the systematic association of power and privilege in the hands of a
minority. According to such theories, power is something one group exercises over another; it is a
kind of possession or property legitimated by laws, standards, political practices, and institutional
relations. In many countries, heterosexual unions are materially privileged over gay and lesbian
unions in terms of insurance coverage for partners, adoption and fostering policies, the right to
marriage, and representation in anti-discrimination laws. Other structural forms of inequity include
the concentration of women in low-paying and/or less prestigious jobs (as hotel maids and
waitresses, for example, or in pink collar jobs such as teacher, secretary, or nurse); hiring and
promotion practices that favor men; medical research that assumes maleness as normative (as in
heart disease and AIDS research); and policies or systems of law that hold women responsible for
pregnancy but deny them the right to abortion.
Agent of Socialization: Family, School and other media
The child is socialised by several agencies and institutions in which he or she participates, viz.. his
or her family, school, peer group, the neighborhood, the occupational group and by the social class.
The position of the family in the social structure is determined by the social class, caste, religion,
etc., and by the fact that the family lives in the rural or in the urban areas. We shall also mention
some of the other factors which are important. For example, Socialisation and Education there is
variation in the socialisation process, according to whether one is rich or poor, whether one is tribal
or non-tribal, whether one is a boy or a girl or whether one is a child or an adult. The differentiation
in socialisation may also be reflected through music, rituals, language, art and literature, which
form part of one's culture consisting of complex set of variables. These are the factors and agencies
which introduce differentiation in the socialisation process within different societies. These are
very cynical and should be taken into account to dispel the impression that socialisation is uniform

across all Societies or within a particular society. We shall first discuss some of the factors
responsible for the variation in the socialisation process namely age, religion, caste, region, etc. In
the next section, we discuss the different agencies of socialisation (namely, family, school etc.)
which also prevent conformity. In the last section, we outline the role of gender and the mass media
(especially television) since these cut across all boundaries.
How do we learn to interact with other people? Socialization is a lifelong process during which we
learn about social expectations and how to interact with other people. Nearly all of the behavior
that we consider to be 'human nature' is actually learned through socialization. And, it is during
socialization that we learn how to walk, talk, and feed ourselves, about behavioral norms that help
us fit in to our society, and so much more.
Socialization occurs throughout our life, but some of the most important socialization occurs in
childhood. So, let's talk about the most influential agents of socialization. These are the people or
groups responsible for our socialization during childhood - including family, school, peers, and
mass media.
Family
There is no better way to start than to talk about the role of family in our social development,
as family is usually considered to be the most important agent of socialization. As infants, we are
completely dependent on others to survive. Our parents, or those who play the parent role, are
responsible for teaching us to function and care for ourselves. They, along with the rest of our
family, also teach us about close relationships, group life, and how to share resources.
Additionally, they provide us with our first system of values, norms, and beliefs - a system that is
usually a reflection of their own social status, religion, ethnic group, and more.
For example, Alexander, a young boy who lives in America, was born to an immigrant family. He
grew up bilingual and was taught the importance of collectivistic values through socialization with
his family. This experience differs drastically from someone born to an older, 'traditional'
American family that would emphasize the English language and individualistic values.
Schools
The next important agent of childhood socialization is the school. Of course, the official purpose
of school is to transfer subject knowledge and teach life skills, such as following directions and
meeting deadlines. But, students don't just learn from the academic curriculum prepared by
teachers and school administrators. In school, we also learn social skills through our interactions
with teachers, staff, and other students. For example, we learn the importance of obeying authority
and that to be successful, we must learn to be quiet, to wait, and sometimes to act interested even
when we're not.
Alexander, like other children, might even learn things from his teacher that she did not intend to
teach. For instance, he might learn that it's best to yell out an answer instead of raising his hand.
When he does so, he gets rare attention from the teacher and is hardly ever punished.
Schooling of girls

Education is a basic human right that should be exercised fully in all nations, but for many girls in
India, attending school is not an option. A girl’s education is an essential starting point in
establishing equality everywhere. Despite the Indian Constitution guaranteeing equality before the
law and non-discrimination on the basis of sex, India remains a patriarchal society. Male
inheritance and property ownership, early marriage, dowry, honor crimes, lack girls’ education,
witch hunting, violence against women, and trafficking are all serious issues in the country. There
are schools, but most girls do not attend, often because of religious reasons or cultural
pressures.
A study conducted by the U.S. Census Bureau states that three out five girls receives primary
education versus three out four boys. There should not be differences in the numbers of such a
basic, universal human right. The law of the land makes it clear that both boys and girls have
an equal opportunity to attend school from the age of six through fourteen, and that primary
education is a fundamental right (Indian Constitution, Art 21). If the constitution does not
make it clear enough, there is also an article in The Universal Declaration of Human Rights
defining that education is a universal human right (Universal Declaration of Human Rights, Art
26). Girls are not receiving equal access to primary education in rural India and therefore
are not achieving equality.
Limited access to laws and rights
The laws governing education in India are remarkably similar to the laws of western nations. These
laws are accessible to the citizens of India, but many of the citizens are unsure of how to properly
live them out and where to go with complaints. Complaints usually fall on deaf ears and the citizen
is told that there is equal access but that they are not fully utilizing it.
In addition to national laws, there are also international laws that also govern these states. These
laws, however, are harder to access for the average citizen. The citizens are only able to access
these laws through local NGOs. However, the NGOs are not usually located in rural India. The
Universal Declaration of Human Rights has a clear article outlining that the access to education is
a basic human right (Universal Declaration of Human Rights, Art 26). These declarations should
give more power to the government to provide access to education to all children.
Education is the crux
The impact of education on girls is extraordinary. Education sustains human values. It forms the
foundation for learning and critical thinking. Education also provides skills for girls to become
more self-reliant and provides them with more opportunities. Thinking into the future, education
also provides them with the knowledge to manage health problems. A girl understanding her own
body can make the difference between an unwanted pregnancy and an illegal abortion. Having the
knowledge beforehand is crucial to saving and protecting lives.
Education does impact human development, as mentioned, along with economicÂ development
but the greatest impact is on democracy. Education is the only way a girl canÂ be an informed
citizen, leading the way for her to having her voice heard in society. Â Education also provides a
better overall quality of life. Research has shown the life expectancy rises by as two years for every

one percent increase literacy (U.S. Census Bureau 1998). When women have a voice there can be
changes made to existing laws changing the future for young girls.
4 reasons why girls are pulled out of school
The first reason why girls are pulled out of school is because of family responsibilities. Girls
provide free labor at home for the family. Home is also where they learn to be a better housewife.
Many girls are kept at home because it is a better payoff than going to school. Having the girl
attend school is not valuable to the whole family. This problem is lucidly evident in India, even in
urban areas, but more prevalent with poorer families. Girls can be found doing everything from
farm work to household chores.
The family plays a central role in a girl’s life and shaping her future. Respect is given to elders in
all situations and no decision can be made without consulting an elder. This often leads to the
practice of arranged marriages. The decision is entirely up to the family and the girl often does not
even see her future husband until the day of the wedding. Compared to American norms,
individuals growing up in India are much more dependent on their families, especially parents.
The second reason why girls are kept from receiving a primary education is because they are
pulled out early to protect family honor. This also can affect the dowry when the girl is married.
The boy’s side of the family can raise the dowry if they suspect she has been in school with boys
during puberty. The practice of dowry is illegal, but laws are not always implemented. If the dowry
cannot be paid, the bride runs the risk of being ruined, or worse, being killed. Honor killings are
prevalent among the poor.
The third reason for inequality during primary education is because girls can’t attend school due
to inadequate facilities. Schools are unable to provide safe and sanitary facilities for young girls to
attend, and with the population increasing at a rapid speed the priority for new facilities is given
to boys. In many cases, though, this is exacerbated by basic infrastructural problems: roads,
running water, and electricity are often scarce.
The fourth reason girls are kept from school is because of the shortage of female teachers. The
problem can be solved, but it starts with first educating girls so they can aspire to be teachers. The
government, however, does not see this as a problem and continues to deny that there is gender
inequality within the education sector. There have been efforts, as listed earlier, by the government
to enroll more girls but this has not been for the nation of India, but rather for international
recognition and numbers.
Intersection of class, caste, religion and region
Intersectionality is a sociological theory about how an individual can face multiple threats of
discrimination when their identities overlap a number of minority classes, such as race, gender,
age, ethnicity, health and other characteristics.

For example, a woman of color may face sexism in the workplace which is compounded by subtle
yet pervasive racism. Extending that example further, we know that trans women of color face
exceptionally high levels of discrimination and threats of violence. Looking through the lens of
intersectionality, it may not be hard to see why: they face anti-trans prejudice, sexism and
misogyny, and racism, and due to the ignorance surrounding trans identity, might also face
homophobia too.
There is a dynamic interconnection between class, caste and gender and this need to be understood
in the current context. Often each of these categories is understood in isolation and the relationship
between the three is rarely seen or understood. Studies on ‘social stratification’ occupy a prominent
place in sociology. Distribution of power, wealth and prestige in various societies has been the
main concern not only of sociologists but of a variety of thinkers from other disciplines. Economic
relations and ‘power’ have been central to the stratification but the relationships between the two
may lead to conflicting social groups. Their understanding has resulted in a range of studies divided
widely across ideological and philosophical grounds. The early phase of writings on ‘social class’
can broadly be divided into two polarized streams: the conservative approach (in Weberian
tradition) where the concept of ‘social class’ is treated like other major concepts: occupation,
income, life styles, ownership of property, positions of influence, etc. In contrast, the radicals (in
Marxian tradition) have been impressed by the conflict between the classes of owners and workers.
Caste, class and gender are inextricably linked, they interact with and shape each other. The
structure of marriage, sexuality and reproduction is the fundamental basis of the caste system. It is
also fundamental to the way inequality is sustained. The structure of marraige reproduces both.
Louis Dumont (1972) defines caste system as a system of consensual values; a set of values
accepted by both dominant and dominated.
Historian Uma Chakravarti argues that this definition is popular because it is convenient for the
upper castes as it erases their own location within the hierarchical structure (Chakravarti, 2003).
Ambedkar’s formulation of caste system is a system of ‘graded inequality’ in which castes are
arranged according to an ascending scale of reverence and descending scale of contempt. This
definition by Ambedkar provide an analysis of the power hierarchies vested on the ideology of
caste system. This definition as ‘graded inequality’ also helps to understand how caste ideologies
provide a base for the cultural oppressions in the lives of men and women, especially Dalit women.
Caste in that sense is very far from a mere economic exploitation.
In schools and colleges, the curriculum is usually full, which means it is not easy to integrate a
gender equity perspective in the design, content and teaching approaches of the many subjects that
teachers may have to cope with. Moreover, curricula are often developed by experts and owned’
by the state, so it is difficult to lobby for change where this might be seen to challenge
governmental control.
But, where diversity is recognized and participatory processes are employed, women and girls
from different backgrounds can participate in discussions about curricula decisions and how they
are represented — considering that they are diverse groups. When considering how teaching and
the curriculum can be made gender- equitable, the following areas need attention.

 Curriculum Content: There is need to consider what girls from poor, and marginalized
environments, are offered by their schooling, and to provide, for example, literacy learning in a
way that enhances their confidence, so that they can begin to transform theft lives.
 Learning Methods: Often, images in textbooks are simply ‘check-listed for their portrayal of
gender images. Children do not necessarily have simplistic, preconditioned responses to images in
textbooks, and need a more sophisticated understanding of and response to how children learn
about gender textbooks.
 Language of Instruction and Literacy: Children who are geographically or culturally
marginalized from mainstream education may find themselves being taught in a language that they
do not use. Girls and women often have less access to, and use of national “prestige” language
than men.
 Methods of Evaluation and Assessment: Examinations tend to dominate assessment, but other
methods should be used, such as continuous assessment. In addition, “girls could have more equal
opportunities in school if teachers talk to them more and encourage them, for instance by giving
them more prizes for participating in different classroom activities”.
For teaching and the curricula to be gender equitable in schools, it is important to properly educate
teachers on gender quality teaching through the courses and practical materials that are provided.
The curriculum, and ways of teaching and learning, can reproduce ideas and practices marked by
gender inequality. Gender inequalities and wider social, political and economic inequalities, can
influence the access that girls and boys have to different parts of the curriculum. Teachers’
awareness of, and approaches to gender issues in teaching and learning, are crucial if gender-
equitable education is to be achieved.
Curriculum content, the relationship between teachers and students, and teacher-education,
require special attention and policy development if gender-equitable education is to be achieved.
Government and other relevant stakeholders:
 Ensure that curriculum development involves consultation at all levels of society about gender
equality, and what decisions mean for women and girls, especially those who may be marginalized
because of language, social practice or environmental degradation.
 Develop and implement government-agreed standards for quality and equality in education.
 Ensure that there are strong legal measures to outlaw sexual violence and harassment in schools,
with clear procedures for dealing with abuse, winch are widely communicated.
 Ensure that training in gender equality is included in the teacher- education programme, both in
preservice training and in-service school-.based, college-based training or university-based
training.
 Develop capacity and role of the inspectorate and gender units to support gender equality in the
classroom at all levels of educational institutions
 Assess the planning and budgeting processes, and ensure that officials at all levels of education
have the capacity to implement them. Put in place any necessary training required to achieve this.
Textbooks and Gender
In the Indian context textbooks are important repository of knowledge. It is an important teaching
and learning material that teachers and students rely upon across the country. Implicit and explicit
knowledge woven in textual materials pertain to the domain of social science, science,
mathematics, languages and other emerging & applied fields of knowledge.
The content of all disciplines are determined by experts, who de-limit it as per age, ability and
level of understanding of children. In addition, books are part of the social milieu and they attempt

to mirror social realities. Therefore, some very crucial questions that arise in minds of all
stakeholders are:
 Do textbooks reflect social realties?
 How do they address issues and concerns of different segments of society?
 How are Gender relations portrayed in the content, visuals and exercises?
 Are Human values woven in textbooks?
 Do textbooks depict sensitivity towards the habitat?
 Do they inculcate reading habits among children?
In contemporary times globalization has led to expansion in information technology. Children can
now have access to different disciplines through the usage of internet, by browsing e-books and
accessing different websites. However in small town and in the rural areas printed textual materials
continues to be an important aid underlying the contours of disciplinary knowledge.
Teaching and Learning Process:
Textual materials at the secondary stage have sharper contours related to science, social science,
languages and mathematics. It is important that at this stage, children are able to acquire knowledge
embedded in different subjects, apply the knowledge to understand their lived realities, and are
skilled enough to communicate, negotiate and critically understand their surroundings from a
gender lens. While teaching subjects at the secondary stage, the pedagogical processes have to be
well designed for making classrooms, in multiple settings, genders sensitive.
Classroom transactions have an important bearing on the personality of children. The methodology
followed in delivering the content, related to various domains of knowledge, not only promotes
learning and understanding but also overall personality of children. In the context of gender,
engaging children in discussions, problem solving, multifarious activities and voicing their doubts
and experiences are ways of breaking gender barriers related to caste, class, region and location.
In the teaching and learning of different subjects offered to student at the secondary stage of
education you may consider some suggested gender inclusive activities.
Hidden Curriculum:
Hidden curriculum is an important component of diverse schooling process operating across our
country. It is an integral part of all activities that take place within and outside classrooms that are
learned but not openly intended. Hidden curriculum is related to the transmission of norms, values,
beliefs and behavior that either reinforces existing social and cultural ethos of the society or
attempts to question and critique them.
In the context of gender, it either perpetuate unequal power relations operating among gender, or
help in evolving methods of questioning it and thereby becoming an important equalizing agency
for addressing paradoxes between policies on gender equality in education and practices. Different
aspects of learning that contribute to the success of hidden curriculum are practices, procedures,
rules, relationship and structure operating in different types of schools. Unintended learning can
result from interactions with educational administrators, teachers, peers and other functionaries
that play a crucial role in overall personality development. The important visible sites that reflect
hidden curriculum are pedagogical processes, classroom management and all curricular activities
that take place in schools.

Classroom Organization and Management:
In India school and classrooms vary in many contexts. There are large and small size classrooms
in the urban, semi-urban, and rural contexts. The classroom organization and management goes a
long way in shaping gender relations. Several research studies over the years have clearly shown
how the classroom environment can facilitate students learning and remove gender bias and
stereotype. In fact, a gender friendly environment can easily be created by a teacher in any context.
It just requires sensitivity and positive intent.
A gender friendly classroom environment and its overall management can build harmonious
relations between boys and girls at different stages of education. This can be done by adopting
some of the suggestive measures: – To begin with teachers must define their roles as mentors and
facilitators and not as instructors and knowledge experts aiming to disseminate information. – As
a facilitator, the teacher should ensure that physical and social environment of the classroom
promotes healthy relationships between boys and girls. Sitting arrangements and all activities
should as far as possible be done in mix group in co-educational schools and in single sex, it should
cut across class, caste, region and faith. – Equal participation of boys and girls in teaching learning
process must be ensured
For ensuring greater participation of girls, participatory activities like- role play, problem solving,
and quiz etc must be adopted in the teaching of languages, social science and science. – Allocation
of classroom duties should reflect gender neutrality.
Boys and girls should participate equally in maintaining cleanliness, observing classroom
decorum, decorating the class and conducting routine classroom chores.
– The teacher must also entrust the responsibility of organizing classroom activities equally to
both the sexes.
– To develop effective oral communications skills, reading and recitation should be jointly
assigned to boys and girls with correct pronunciation, voice modulation and expressions.
– The teacher should be able to identify slow learners and organize appropriate remedial classes
for them.
– In the teaching learning process, special emphasis must be given to sharing of examples of
women achievers who have contributed to different fields. This will help in attitudinal
reconstruction.
– The use of visual aids like pictures and puppets, depicting women working in fields along with
men, in hospitals as doctors and nurses, sharing household chores with men etc. can also help to
create gender inclusion and parity.
– In the transaction of subjects like mathematics, sciences, social science and languages, care
should be taken to include examples of both boys and girls, men and women drawn from different
walks of life so that the message of equal capability gets highlighted.
– The classroom culture should be built in a manner that interactions between boys and girls reflect
mutual respect. The classroom ethos should be made open and supportive, so that both boys and
girls feel free to share their personal experiences without apprehensions.
– The concept of equality of sexes may be explained by elaborating on the intelligence and
capabilities of girls and women. The teacher must also ensure equal participation of boys and girls
in activities like drawing, painting, music and dance.

Gender school and society

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