The Effects of Teacher's Perpetuation on Gender Stereotype in Mathematics among Pupils in Tabangao Elementary School From Grade 1-6

Abstract

INTRODUCTION

Promoting gender equality is seen as an encouragement to greater economic prosperity, therefore, it is also encouraged to apply in education. To do so, gender biases and stereotyping inside classroom is prohibited. Teachers, as the main influence in the lives of a child when it comes on providing education, unconsciously exercise gender bias. In this study, the researchers intended to determine and assess the effects of gender stereotype in teaching Mathematics inside the classroom.

METHODS

The descriptive method of research was used to determine the effects of teacher's perpetuation of gender stereotype among pupils of Tabangao Elementary School from grade 1-6. In order to secure the required data, quantitative approach was used through questionnaires.

RESULTS

Majority of the respondents (10 teachers of Tabangao Elementary School) strongly agreed that teachers' perpetuation of gender stereotype among pupils in Mathematics have good and bad effects. From that result, the respondents also realized that there are some ways to eliminate gender stereotyping in Mathematics which has something to do with their administration and supervision, teaching strategies they used to employ and their classroom management.

DISCUSSIONS

The results demonstrated the need for school administrators, school heads and teachers to have a vision about gender stereotyping and put that into mission to advocate the elimination or eradication of the said issue. Moreover, Department of Education officials are also challenged to encourage initiation of trainings and seminars about gender stereotyping for teachers to keep them abreast with its causes and effects and ways to get rid of it.