A Sociological Study of Education and Its Contribution to the Development of Gender Role Stereotypes among the Pakhtuns of Pakistan

Abstract

The concept of gender is a socio-cultural construction associated with males and females, while gender role is their performance in accordance with societal expectations. Similarly, stereotypes are beliefs based on predetermined notions about the abilities and performance of males and females. Different social and cultural factors influence the formation of gender and gender role stereotyping. In these, education plays a key role and mostly remains a policy concern among sociologists. This research study investigates the influence of education on the formation of gender and gender role stereotyping. The study was conducted at three purposively selected universities in Malakand Division, Khyber Pakhtunkhwa, Pakistan. Data were collected through in-depth interviews with 24 participants, 8 from each of the following Universities: the University of Malakand, the University of Swat, and Shaheed Benazir Bhutto University, Sharingal. The collected data were then analyzed qualitatively, and the grounded facts were categorized under different themes. The study’s findings indicate that gender role formation and associated stereotypes are developed and internalized by human beings through interactions and the influence of socio-cultural structures, including education. The findings indicate that since youngsters spend most of their time in educational institutions, where they learn how males and females should behave in different social situations. In this process, academic institutions — particularly the classroom environment, teaching materials or content, and teachers’ differential or gender-specific roles — are more likely to contribute to the development of gender and gender roles and to inculcate associated stereotypes. The study recommends that a gender-balanced environment in educational institutions — especially in the classroom — teaching gender-balanced materials or content, and a gender-sensitive role for teachers, could overcome the influence of these factors in developing gender role stereotyping.     

Keywords

Classroom environment, education, gender role development and stereotyping, interaction, socio-cultural structures, teachers’ role, and teaching materials.