The Hidden Curriculum: A Perpetuator of Gender Stereotypes

The hidden curriculum, a term coined by sociologist Philip Jackson in 1968, refers to the unspoken and often unintentional lessons, values, and norms that are transmitted within the education system. It operates alongside the formal curriculum, shaping students' understanding of the world and their place within it. One significant way in which the hidden curriculum functions is by reinforcing existing gender stereotypes, subtly influencing students' aspirations, behaviours, and perceptions of themselves and others.

Role Models and Representation

From the early years of education, the hidden curriculum operates through the role models presented to students. Textbooks often depict traditional gender roles, with men portrayed as leaders, scientists, and historical figures, while women are relegated to domestic roles or presented as less capable. For instance, a study by the Geena Davis Institute on Gender in Media (2017) found that male characters in children's books were twice as likely to be shown in STEM-related professions compared to female characters.

This gender imbalance extends beyond textbooks to the school environment itself. The predominance of female teachers in primary schools, often juxtaposed with male headteachers, can subtly reinforce the stereotype of women in nurturing but subordinate roles. Similarly, the gendered division of labour among school staff, with women often found in administrative or cleaning roles, further perpetuates these stereotypes.

Teacher-Pupil Interactions and Subject Choices

The hidden curriculum also operates through subtle biases in teacher-pupil interactions. Studies have shown that teachers, often unconsciously, are more likely to call upon boys in class discussions, praise them for assertiveness, and direct them towards STEM subjects (Sadker & Sadker, 1994). Conversely, girls may receive more praise for neatness and compliance, steering them towards arts and humanities subjects. This differential treatment can influence students' self-perception and subject choices, reinforcing traditional gender roles.

Furthermore, the subjects and careers promoted within schools can also reflect and reinforce gender stereotypes. Schools with a heavy emphasis on competitive sports, often dominated by boys, may inadvertently send the message that physical prowess is more valued in male students. Conversely, the lack of emphasis on STEM subjects, particularly for girls, can contribute to the underrepresentation of women in these fields.

Uniform, Routines, and Rituals

Even seemingly innocuous aspects of school life, such as uniform and routines, can carry hidden gendered messages. Traditional school uniforms, often with different dress codes for boys and girls, can reinforce societal expectations of appearance and behaviour. Similarly, school rituals, such as boys being chosen for physically demanding tasks or girls being expected to serve refreshments, can perpetuate traditional gender roles.

Conclusion

The hidden curriculum, often operating subtly and unintentionally, plays a significant role in perpetuating gender stereotypes. Through role models, teacher-pupil interactions, subject choices, and even uniforms and routines, the education system can subtly communicate and reinforce societal expectations about gender roles. It is crucial for educators to be aware of the hidden curriculum and its potential impact, actively challenging gender biases and promoting equality in all aspects of school life.

**References** * Jackson, P. W. (1968). *Life in classrooms*. Holt, Rinehart and Winston. * Sadker, M., & Sadker, D. (1994). *Failing at fairness: How America's schools cheat girls*. Touchstone. * The Geena Davis Institute on Gender in Media. (2017). *Gender bias without borders*. See Jane.