Gender stereotypes

and their effect on

young people
7%
Only 7% of engineering modern
16%
Girls accounted for just 16% of students
apprenticeships in the UK were filled by enrolled for a computing science degree in
girls in 2016 1 the UK in 2016 2

10%
Only 10% of primary school teachers
80%
Boys account for 80% of permanent
in Scotland are men 3 exclusions in England 4

87%
87% of women asked (aged 11–21) think that
18%
In the UK, women earn an average of 18%
women are judged more for their looks than less than men 6
ability 5

1 C Egglestone, E Jones and F Aldridg. Understanding the

Underrepresentation of Women in Engineering Apprenticeships.

Leicester: National Learning and Work Institute; 2018:10.
www.learningandwork.org.uk/wp-content/uploads/2018/03/
Understanding-the-under-representation-of-women-in-

38%
engineering-apprenticeships-1.pdf. Accessed 7 August 2018.
2 Engineering UK. Engineering UK 2017: The State of Engineering.;

2018:123. www.engineeringuk.com/research/engineeringuk-
report. Accessed 7 August 2018.
3 Summary Statistics for Schools in Scotland, No. 8: 2017 Edition.

38% of dads lie to their boss to take time off Gov.scot. www.gov.scot/Publications/2017/12/3099/348575.
Published 2018. Accessed 7 August 2018.
work to spend with their children 7 4 National Tables. GOV.UK. www.gov.uk/government/statistics/

permanent-and-fixed-period-exclusions-in-england-2016-
to-2017. Published 2018. Accessed 24 August 2018.
5 Girl Guiding UK. Girls’ Attitudes Survey 2014. London:

Girlguiding; 2014:13. www.girlguiding.org.uk/globalassets/

docs-and-resources/research-and-campaigns/girls-attitudes-
survey-2014.pdf. Accessed 7 August 2018.
6 Office for National Statistics. Annual Survey of Hours and

Earnings: 2017 provisional and 2016 revised results; 2017.

7 J Olchawski. Parents, Work And Care: Striking the Balance.

London: Fawcett Society; 2016:4.

What are gender stereotypes?
A gender stereotype is a widely held belief or generalisation about the behaviours and
characteristics attributed to women and men. Females are often portrayed as being
emotional, caring and in need of protection. Males are often characterised as being
rational, career driven and strong. These assumptions can be negative (eg women are
irrational, men are insensitive) or seemingly benign (eg women are nurturing, men are
leaders). However, all stereotyping can be limiting.

Where do gender stereotypes come from?

Gender stereotypes are complex and originate from local culture and traditions.
Children learn what constitutes female and male behaviour from their family and
friends, the media and institutions including schools and religious bodies. Gender
stereotypes can have an adverse effect on all genders, as young people find
themselves regularly exposed to messages about how boys and girls should look,
behave and play. These socially accepted and often unconscious ideas start to form
in infancy.

What are the negative impacts of gender stereotypes?

Gender stereotypes shape self-perception, attitudes to relationships and influence
participation in the world of work. In a school environment, they can affect a young
person’s classroom experience, academic performance, subject choice and well-being.
The assumptions we make about boys and girls may be conscious or unconscious and
can result in students being treated differently or offered different opportunities based
on their gender.
Stereotypes and unconscious bias
Gender stereotyping results from unconscious biases
held by all of us. Unconscious bias happens when
our subconscious makes assumptions about people
based on their background or perceived background.

Everyone has unconscious biases. An individual can

be unconsciously influenced by a stereotype even
if they do not rationally subscribe to it. Becoming
aware of our biases and working to counter them is
an important way to combat the negative effects of
gender stereotypes.

Unconscious bias arises because we have to process

vast amounts of information every second. In order
to avoid being overwhelmed, our brains have to make
assumptions based on previous experience and find
patterns to speed up decision making.

However, these assumptions tend to be based on

simple characterisations of people such as their
age, race or gender. They are communicated through
micro-messages such as body language and choice
of words. This is more likely to happen when we are
stressed or tired, and can cause problems by affecting
our beliefs and treatment of others.

Although admitting and dealing with our own biases

can be challenging, it is important to identify, reflect
on and even discuss them with colleagues.
Unconscious bias in the classroom
In the classroom, unconscious bias can manifest itself in teacher–learner
interactions. For example, teachers may be more likely to praise girls for being well
behaved, while boys are more likely to be praised for their ideas and understanding.9
A disruptive girl may be treated differently to a boy who exhibits similar behaviour.

These expectations can be harmful to both groups. Girls may learn to be compliant
and not take risks, while boys may opt out of education if understanding does not
come readily.10

Are you aware of your own unconscious biases?

Take the Harvard Implicit Association test to discover
your unconscious preferences bit.ly/bias_testUK

For information and advice read Case studies: Countering

gender stereotypes in schools and early years education
bit.ly/IGB_casestudies

9 Hilary Lips, A New Psychology of Women: Gender, Culture, and Ethnicity, 4th Edition (Waveland Press, 2016), p.185.
10 D Reay, (2001). ‘Spice Girls’, ‘Nice Girls’, ‘Girlies’, and ‘Tomboys’: Gender discourses, girls’ cultures and femininities in the primary classroom.

Gender and Education, 13(2), 153–166.

Tackling common misconceptions

There is more variance within groups

Boys and girls are of boys and within groups of girls,
just different. than there is between boys and girls.
Gender differences are learned, not
innate.

One group should not be

preferentially treated compared
to any other group. However, if one
It’s unfair to do something group is being disadvantaged, then
just for girls or boys. positive action should be taken. For
example, if a lunchtime languages
club only attracts girls, the organiser
could consider ways to encourage
boys to participate.

Unconscious bias and normalisation

of stereotypes means that there are
All pupils know they are free to
often unspoken barriers. Simply
choose any subjects they want.
informing students that they are free
to choose, without addressing these
barriers, is not sufficient.
 One-off activities or interventions do
We can just run an annual not have a lasting impact. They need
girls into science event with lots to be part of a wider strategy. Role
of female role models. models can have a positive impact,
but usually only where there is an
ongoing relationship.

A teacher’s gender does not have a

We need more women  large influence on subject choice. The
physics teachers. majority of students respond to good
teaching, irrespective of whether the
teacher is male or female.

Attempts to make a subject more

A lesson on the science appealing by reinforcing a stereotype
of make-up will encourage girls are unlikely to be effective. Make-
to take an interest. up, for example, may appeal to
some girls, but will make others feel
patronised and will deter most boys.

For more information, references and further reading, please visit

iop.org/genderresources
The information in this booklet was adapted from action guides developed as part of the
Improving Gender Balance (IGB) Project.
The IGB Project aims to support schools to understand gender stereotyping and its
impact. We work with teaching staff, support staff, and senior leaders across early
learning and childcare centres (ELCs), primary schools, and secondary schools.
Our programme is school-led and evidence-based.
For more information, visit iop.org/genderbalance

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