Gender Stereotypes among Students of Primary School Teaching and Childhood Education

As a place of professionalization, study and research, the University currently plays an important role in promoting social change. It comprises citizens, professionals and teachers at all levels of formal education. We also assume that since pre-school age, children play gender roles and build their identity from the interactions, first with the family and then with the kindergarten teachers with whom they spend most of their day. This article aims to determine if the students of the initial formation on Primary School Teaching and Childhood Education of the University of Madeira (UMa) have gender stereotypes. We applied a questionnaire survey to the students of the 1st and 2nd cycles of this course that allowed the confrontation of the perspectives of these two groups in the distinct stages of their formation. In their discourses there are no gender identity traits that condition them to act differently with boys and girls, albeit in a non-formal and unintentional way, to reproduce the forms of gender that characterize the biological and social identity of individuals. For example, the transmission of the teacher usually takes on a role of the feminine gender. This research is urgently needed to raise awareness of the role of future teachers in traditional, female and male models and to help each child build up his non-stereotyped and non-discriminatory gender identity.

Stereotypes, Gender, Students, University, Teachers, Childhood Educators

Learning in Higher Education

Virtual Lightning Talk

  • Andreia Nascimento
    • PhD Student, Instituto de Ciências Sociais, Universidade de Lisboa, Portugal Portugal
  • Diogo Freitas
    • Masters Student, Mathematics, University of Madeira, Portugal Portugal