XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
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THE ROLE OF EDUCATORS IN PROVIDING GENDER EQUALITY
Keunimjaeva M.K.
Nukus, Uzbekistan
4
th
year Student, Berdakh Karakalpak State University
:
keunimmira@gmail.com
+998907077083
Abstract.
Teaching is a career in the modern era where teachers operate in social
settings in addition to academic ones. We have included lessons on gender issues in our
curriculum. Therefore, a teacher needs to have solid understanding of gender issues.
A
teacher is a force for change; they uphold gender equality in the classroom and, by
influencing the next generation of thinkers, eradicate stereotypes from society. Based on
instructional materials, a teacher develops techniques to build a gender-friendly attitude.
Gender constructivist educators embrace innovative approaches, scrutinize classroom
procedures, and cultivate a shift in perspective to establish a school environment that
affords equal treatment to males and girls. Education institutions must provide a
program where teachers receive training on gender issues and are made aware of the
concerns in order to empower students to challenge societal gender stereotypes and
biases. This will help students develop good attitudes toward gender issues. Encouraging
gender equality in our society is a well-organized program on gender issues. Thus, the
knowledgeable instructor needs to promote and draw attention to a culture that is
gender-friendly.
Key words:
gender issues, stereotypes, gender equality, change mindset.
Introduction
Over the past few years, attempts have been made to encourage diversity and
challenge gender norms in the traditionally male-dominated professions of science,
technology, engineering, and mathematics, or STEM. This article explores the roles of
teachers as constructivists in STEM education, with a particular focus on addressing
gender issues and promoting gender equality in the classroom and giving possible
resolutions to achieve equality with the help of educators to shed light on the significance
of sexual orientation balance in STEM instruction and investigate how instructors, as key
influencers, can shape the account by disassembling boundaries and advancing
inclusivity. By looking at the challenges confronted by ladies in STEM areas, examining
the benefits of a differing workforce, and highlighting effective activities, we trust to
motivate teachers to effectively contribute to making an impartial space for all yearning
STEM experts. We will examine a number of reasons, including cultural expectations,
unconscious biases, a lack of representation, and restricted access to resources, that lead
to gender gaps in STEM throughout the essay. By being aware of these issues, teachers
can take proactive measures to resolve them in their classrooms and institutions, creating
a climate in which all students are inspired and supported to follow their passions without
boundaries.
The reasons behind gender inequality in STEM are complex and multifaceted and
encompass several factors. Initially, society has perpetuated the idea that certain fields,
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including STEM, are more suitable for men. According to research conducted by Law et
al.(2021), early in infancy, children start to categorize the world according to gender
(Quinn et al., 2002). By the time they are 5 years old, they can also distinguish between
traditionally masculine and feminine jobs and separate occupations based on gender
roles. Another significant challenge that women have faced in their pursuit of STEM
careers is the limited access of high-quality educational opportunities in these fields
throughout history. This has greatly impeded women’s ability to enter and succeed in
STEM professions. Generalizations about the characteristics of men and women are
known as gender stereotypes, and they are usually widely accepted. The unequal
distribution of men and women into social roles at home and at work, according to social
role theory, is the source of gender stereotypes (Eagly, 1987, 1997; Koenig and Eagly,
2014).
Gender stereotypes are formed and reinforced in part by cognitive development in
addition to social factors. Children’s cognitive capacities and understanding of gender
evolve with time, as was previously mentioned. Younger kids, especially those under the
age of eight, might have a simpler conception of gender and rely more on stereotypes
when forming opinions about other people. But as kids get older and their cognitive skills
advance, they can process more than one classification and take into account a variety of
traits when making assessments about other people. Their heightened capacity for
cognitive flexibility enables them to more skillfully confront and scrutinize stereotypes.
Designing interventions that successfully dispel stereotype beliefs, especially in younger
children, requires an understanding of these developmental differences. Gender
disparities in STEM fields can be effectively addressed by educators and researchers
through the implementation of age-appropriate interventions that consider children’s
cognitive abilities. Girls’ motivation and aspirations for careers are harmed by gender
stereotypes (Reuben et al., 2014).
According to Eddy and Brownell (2016), gender stereotypes may also have an
effect on other elements like self-efficacy, identity, belonging, engagement, and
perseverance in STEM. Therefore, according to the research conducted by Law et
al.(2021) indicates that it may be necessary to return to early science education in schools
in order to equalize the representation of women in STEM fields (Kerkhoven et al.,
2016). This is because gender biases in STEM fields emerge early in life (Mulvey and
Irvin, 2018; McGuire et al., 2020) and children’s gender stereotypes develop rapidly
between the ages of 6 and 10 (McKown and Weinstein, 2003).
The construction of gender stereotypes in STEM fields is influenced by both
cognitive development and societal factors. By identifying these factors and
implementing focused interventions, educators can work to challenge and overcome
gender stereotypes and foster an environment that is more inclusive and equitable for all
students pursuing STEM fields. Gender issues are now pervasive in society and affect
every aspect of life. In order to reduce the impact of gender issues, we must begin by
educating the younger generation about these issues because they are the ones who can
further transform society through their creative ideas, practices, and thoughts. According
to research conducted by Dr. Nimisha Srivastava (2022), instructors have a significant
impact on students’ early development and mentality transformation. We need highly
qualified educators who are well-versed in gender issues in order to accomplish this.
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Constructivist instructors play a significant part in encouraging student-centered learning
encounters that effectively include understudies within the development of information.
By effectively locks in young ladies in STEM exercises and exhibiting female part
models, able to offer assistance alter mindsets and motivate a modern era of female
researchers, engineers, and mathematicians. By utilizing a run of procedures and
strategies, these instructors make an environment that sustains basic considering,
problem-solving abilities, and imagination. In the classroom, teachers can model gender
equality-based behavior. There are specific methods by which educators can alter
students’ perspectives:
- First and foremost, educators must recognize that gender is a social construct and
sex is a biological fact. There are no psychological or social differences between boys
and girls; instead, gender roles are instilled in them by society. Because boys are
«naturally» good at math, we as teachers cannot ask them to solve the sum, nor can we
ask girls to assist with classroom cleanup because it is assumed that they will be more
likely to take care of the home.
-Teachers ought to treat every student equally and without bias, avoiding the
reinforcement of gender stereotypes. Teachers can contribute to the establishment of a
classroom climate that supports fair and equal treatment for all students by addressing
their own prejudices and encouraging impartiality.
- Boys and girls in the classroom should not be seated separately; instead, efforts
should be made to integrate them. A mixed-seating arrangement, in which boys and girls
sit together, can be used by a teacher.
- Ensuring equal opportunities for all students in academic settings is a crucial
responsibility of teachers. Teachers can foster a classroom environment that encourages
students to question traditional gender roles and develop their own distinctive ideas and
perspectives by avoiding gendered assumptions about students’ abilities and interests.
- To avoid perpetuating gender stereotypes, educators should utilize materials and
textbooks that highlight positive roles for both men and women. Teachers have the power
to break down deeply rooted stereotypes in society and promote a more equitable
learning environment by establishing a normal, welcoming environment in the classroom.
Teachers need to provide examples of successful women. - Instructors set an
example by making sure that their gestures and div language are neutral toward any
gender while posing questions.
- Teachers should lead class discussions on social issues, such as child abuse,
domestic violence, women’s rights, harassment at work, and other issues that are thought
to be central to the theme.
- Mother and father must both be the subject of the teacher’s discussion. They
need to stop asking to talk to the mother alone and start trying to include the fathers as
well.
Conclusion
The role of teachers and gender-based methodology in education have changed
from their traditional approaches in the modern era. Teachers are now expected to adopt a
new attitude and take the initiative to eliminate gender bias and social stigma in order to
create an environment that values gender equality. In order to promote gender equality in
the classroom, educators need to include both male and female participants in their
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lessons. Research on classroom behavior has revealed that boys participate in class
considerably more than girls do, and they typically start conversations without hesitation.
Providing equal access to education and opportunities, addressing unconscious biases,
promoting diversity and inclusion, and challenging stereotypes are all necessary
components of a comprehensive strategy to address these underlying factors. We may
endeavor to achieve gender equality in STEM through these initiatives.
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