A male teacher’s constructions of gender differences in the primary classroom

Abstract

This study aimed to explore the gender constructions of a male primary teacher and how his teaching approaches could discourage or reinforce gendered stereotypes amongst the pupils. The research question begged for a qualitative research design, where a case study was carried out in a primary classroom context lead by a male teacher. All data was gathered through a semi-structured interview and a total of ten hours of observation. I focused specifically on the way that this male primary teacher was teaching his class, including the various resources and language used throughout his lessons as well as the classroom routines and environment. Moreover, aspects such as classroom management techniques and classroom activities were also analysed. All these different facets could serve as a medium through which gendered stereotypes are transmitted, even unconsciously, to the pupils. The participant in this study, through his teaching approach, did not reinforce any gendered stereotypes and emphasised the notion of equal opportunities with his pupils. He also challenged the gender roles which are established by societal expectations, and his teaching approach did not put either girls or boys at an advantage or disadvantage. Additionally, it was evidenced that being a male teacher did not interfere with the establishment of a healthy relationship with all the boys and girls in the classroom. All in all, these findings indicate that as a male teacher, the participant challenged the stereotypical role of the males, enforcing the idea of gender equality amongst his pupils.