Gender equity in the teaching of primary social studies

Abstract

This research attempted to find out whether there is gender equity in the teaching of Social Studies in Year 5 classes. It also attempted to answer a fundamental question, namely, 'Is the Social Studies subject a gender bias subject within itself or is it the way it is being presented which is creating the bias? This study was carried out by means of a multimethod research. Through ethnographic research, an in-depth picture of how gender is presented to the children through the Social Studies was obtained. Moreover, a general overview of the situation was captured by means of a questionnaire conducted with Year 5 teachers and students. The responses collected were later analysed. This study analysed the teachers' perceptions as a gender unbalanced subject and the approaches they are adopting to present it in a more balanced way. It also analysed the impact of the teaching of Social Studies on the children and their attitudes towards society. An analysis of the Maltese and foreign literature about gender and the teaching of Social Studies in primary education was also carried out. Through this research, it was found that there is lack of gender equity in the Social Studies syllabus which is being accommodated by most teachers. Hopefully, this study will instill awareness and encourage teachers to teach Social Studies from a gender equitable perspective. Together with this dissertation we are presenting a gender balanced textbook combined with a software for the teaching of Year 5 Social Studies.