Family gender role patterns and the impact of educators on children’s gender role attitudes from the perspective of science teachers
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Abstract
Family’s and educators’ influence on students is a globally researched area, as they play a crucial role in shaping students’ personalities and academic progress. Gender role patterns brought from the family have a longterm impact on children, and there is also a correlation between socioeconomic status and parents’ attitudes toward education. Educators also contribute to the formation of gender roles and identity, but it is assumed that their behaviour, depending on gender, reflects stereotypes prevalent in society. In the empirical part of the study, semi-structured interviews were conducted with 10 science teachers teaching in primary schools, using non-probabilistic expert sampling, and the analysis was done through categorization and interpretation. Our results show that, according to the teachers, various gender role patterns (traditional, modern, transitional) are present in students’ families. Due to inappropriate relationships between students, parents, and teachers, cooperation between parents and teachers in shaping gender role attitudes often does not take place. Most of our subjects believe that, in addition to parents, teachers also have an influencing role on students’ gender role attitudes. However, according to our interviews, teachers primarily convey traditional gender roles, but they also attach great importance to attracting men to the teaching profession.
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