Knowledge and comfort predict teaching about sexism in school teachers
Bibliographic Data
| ID | 6452385 |
|---|---|
| Authors | Aife Hopkins-Doyle (0000-0002-5617-0821, University of Surrey, corresponding author), Lindsey Cameron (0000-0003-1388-1970, University of Kent), Lauren Spinner (0000-0002-7294-2027, Tree Research and Education Endowment Fund), Bridget Dibb (0000-0001-8376-0694, University of Surrey), Andrea Kočiš (University of Surrey), Rose Brett (0000-0002-7759-1561, University of Portsmouth), Harriet Tenenbaum (0000-0002-6494-6853, University of Surrey) |
| Year | 2025 |
| Volume | 28 |
| Issue | 1 |
| Pages | 102-102 |
| Publication date | 2025-04-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 1573-1928 • E-ISSN: 1381-2890 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11218-025-10049-1 |
| PMID | 40313644 |
| OpenAlex | W4409922184 |
| Language | EN |
| References cited | 34 |
Although lessons about sexism can increase gender egalitarianism in children, teachers often shy away from discussing sensitive topics, such as sexism, in classrooms. We conducted two studies to examine why teachers may not discuss sexism. In a qualitative study with 20 primary school teachers, teachers reported not discussing sexism because of the belief that sexism was not an issue, low comfort, and low knowledge levels in teaching sexism, that sexism was less important than other topics, and not enough support from parents and schools. Teachers taught about sexism to balance out other perspectives, when they had support from authorities, and when sexism was related to a lesson. Using the themes found in Study 1, Study 2 developed quantitative measures to examine the predictors of intentions to teach about sexism among 233 primary and secondary school teachers. The full model found that teachers had higher intentions to teach about sexism when they felt more comfortable and knowledgeable about teaching sexism and when teachers were younger. We discuss findings from both studies in terms of theoretical and practical implications
Mathematics education · Pedagogy · Sociology of Education · Teaching method · Critical Race Theory in Education · Gender Diversity and Inequality · Gender Roles and Identity Studies · Psychology · Social Psychology
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| Highly cited | No |
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