Gender stereotypes: persistence and challenges

• DOI: https://doi.org/10.1108/EDI-12-2018-0229
• Published date: 08 January 2021
• Date: 08 January 2021
• Pages: 1112-1135
• Subject Matter: HR & organizational behaviour,Employment law,Diversity,equality,inclusion
• Author: Gladys Merma-Molina,María Alejandra Ávalos-Ramos,María Ángeles Martínez Ruiz

Gender stereotypes: persistence

and challenges

Gladys Merma-Molina, Mar



ıa Alejandra



Avalos-Ramos and

Mar



ıa



Angeles Mart



ınez Ruiz

Faculty of Education, University of Alicante, Alicante, Spain

Abstract

Purpose –The aims of this study are to identify and analyse prevalent gender roles and the persistence of

sexist stereotypes among teachers in training in Spain, to determine the reasons for them and suggest solutions

for eradicating sexist prejudices.

Design/methodology/approach –A gender role questionnaire was administered to 1260 workers from 54

different professions who were enrolled on a postgraduate training course to qualify as secondary education

teachers. The instrument contained six variables for both quantitative and qualitative analysis: professional

work, family (looking after children), feelings and emotions, household chores, body image and free time.

Findings –Household chores, looking after children and gender roles linked to body image were those most

indicated by both men and women. It is concluded that men participate little in bringing up children and

household chores and that women continue to shoulder the responsibility.Both are concerned about their body

image, but women have little self-acceptanceof and satisfaction with their bodies and a stronger sense of being

judged by how they look. Gender stereotypes persist, despite extensive legislation in Spain since 2004.

Research limitations/implications –The study has limitations deriving from its choice of convenience

sampling. Although it includes participants from six Spanish autonomous communities, the number from each

region is not very high. Nevertheless, the sample is representative of almost all branches of knowledge

(54 professions). Another limitation concerns the images used in the research instrument as a data collection

strategy insofar, as they could not be obtained from a data bank specificto the research subject but instead had

to be found in databases of general images. It can be inferred that a data collection strategy without any danger

of bias would be to encourage each participant to design their own images, reflecting their perceptions and

auto-perceptions of gender roles and stereotypes. The fact that there were no pre-existing studies using this

type of research instrument in education sciences was a handicap for the investigation. Despite these

methodological limitations, the results of the study may serve as a basis for implementing specific future

actions originating from any area –but especially from the area of education –aimed at teaching people about

equal roles in order to eliminate sexiststerotypes. This research was carried out as part of the Proyecto Dise~

no

y Atenci

on a las Oportunidades de G

enero en la Educaci

on Superior (Project on Design and Gender Equality of

Opportunities in Higher Education) funded by the Vicerrectorado de Cooperaci

on al Desarrollo (Office for

University Cooperation for Development) at the University of Alicante (Spain).

Practical implications –Spanish legislation has not been able to promote significant changes in the

performance of traditional gender roles or to eliminate sexist stereotypes that perpetuate imbalances between

men and women. The ideal and prevalent model of a Spanish woman is still that of a “self-sacrificing mother”,

responsible for the household chores and childcare. She must combine this first job with a second profession,

and, in addition, she must have a “desirable physical image”. The study puts forward various possible solutions

for reducing and/or eradicating sexist attitudes with the participation of different social agents and in

particular through education. The investigation could be of use when carrying out specific cross-sectional

interventions on the subject of gender equality with students on postgraduate teacher training courses, for the

purposes of encouraging the elimination of stereotypes and strengthening the capacity for critical judgement,

positive self-concept and self-esteem.

Originality/value –The study may be useful for carrying out specific and transversal university training

interventions in postgraduate teacher training on gender equality aimed at promoting the elimination of

stereotypes, the strengthening of critical judgement capacity, positive self-concept and self-esteem.

Keywords Equality of opportunities, Gender roles, Gender stereotypes, Sexism, University education,

Education policies

Paper type Research paper

1. Introduction

Centuries of human rights activism together with political, demographic and social changes

have set the agenda for equality, diversity and inclusion (EDI) in various areas of society.

EDI

41,7

1112

The current issue and full text archive of this journal is available on Emerald Insight at:

https://www.emerald.com/insight/2040-7149.htm

Received 17 January 2019

Revised 16 November 2019

15 December 2020

Accepted 19 December 2020

Equality, Diversity and Inclusion:

An International Journal

Vol. 41 No. 7, 2022

pp. 1112-1135

© Emerald Publishing Limited

2040-7149

DOI 10.1108/EDI-12-2018-0229

This lengthy period of transformation has witnessed substantial changes since traditionally

marginalized groups have made inroads into the fields of education and employment from

which they used to be excluded (

€

Ozbilgin, 2009). In countries such as Iceland, Finland,

Norway and Sweden, these positive changes –especially as regards access to education and

employment –(EIGE, 2017,2020;World Economic Forum, 2017) have made recent

generations of young women and men feel that equality of opportunity has to a great extent

been achieved (Teigen and Skjeie, 2017;Thomsen et al., 2017;World Economic Forum, 2018).

In the case of Spain, despite the progress made in equality, diversity and inclusion, in the

area of education, many forms of inequality and discrimination continue to mark people’s

experience throughout their lives, and one of these forms of exclusion involves gender. This

type of discrimination, which is intersectionally related to race, ethnicity, sexual orientation

and socioeconomic status, is often subtle and implicit and may be more harmful to well-being

than direct discrimination (Buitendijk et al., 2019). Gender differentials are maintained even

within the university itself, for example in research, recruitment, promotion, grant funding,

masters degrees, doctorates, etc. (CSIC, 2017;European Commission, 2016;Gallego-Mor

on

and Matus-L

opez, 2018;MECD, 2016). Nevertheless, many students in further education

believe that their work and employment expectations are unaffected by bias or prejudice and

therefore consider that discussions about inequality –and thus education on the subject –are

irrelevant to their professional careers (Aguaded, 2017;Esteban and Fern

andez, 2017;Le

on

and Aizpur

ua, 2020).

Equality between women and men is a fundamental right and a common principle of the

European Union (UE), which is committed to it. In a communiqu

e issued on the occasion of the

European Conference held in Berlin on 19 September 2003, the EU Education Ministers’

Meeting established that one of the goals to be achieved in the European university education

system was a reduction in gender inequality. Subsequently the Recommendation of the

European Parliament and of the Council (2006/962/CE) of 18 December 2006, on key

competences for lifelong learning, indicated that the integrated guidelines for growth and

jobs passed by the European Council in June 2005 urged that education systems should

guarantee that gender equality be an integral part of any actions taken.

More specific policies were later designed with the aim of achieving equality. The

European Council’s gender equality strategy for 2014–2017 established five priority areas:

(1) Combating gender stereotypes and sexism;

(2) Preventing and combating violence against women;

(3) Guaranteeing equal access of women to justice;

(4) Achieving a balanced participation of women and men in political and public

decision-making;

(5) Achieving gender mainstreaming in all policies and measures.

In order to implement the 2014–2017 strategy, the member States of the European Council

faced a number of challenges including the infringement of the human rights of women, the

persistence of gender-based violence, the limited participation of women in political processes

and decision-making, gender prejudices and stereotypes, sexism, limited access to quality

jobs, the absence of social and economic infrastructure enabling men and women to exercise

the same rights (day nurseries, paid parental leave, payment of parental benefits, etc.) and

budget cuts affecting organizations working in these areas.

With the aim of putting an end to these persistent gender gaps, the European Council

designed a new Gender Equality Strategy 2018–2023 dealing with equality between women

and men in the area of dignity and rights in public, private and family life:

Gender

stereotypes

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