Secondary School Teachers’ Teaching Strategies Toward Gender-atypical Students

Research Article
Open access

Secondary School Teachers’ Teaching Strategies Toward Gender-atypical Students

Zhenwen Yang 1*
  • 1 Shanghai Lixin University of Accounting and Finance    
  • *corresponding author 201500102@stu.lixin.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/13/20230907
LNEP Vol.13
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-051-6
ISBN (Online): 978-1-83558-052-3

Abstract

More people need to be aware of how easily gender-atypical youths can be hurt in terms of body, sex, or emotions. Gender-atypical individuals refer explicitly to males with feminine qualities and females with masculine qualities, namely those who deviate from traditional gender expectations and often labeled as “sissy” or “tomboy” by society. Since gender-atypical behaviors are deemed to deviate from the mainstream, destabilize the power-based social construct in which male is associated with dominance while the female is related to submissiveness and is associated with homosexuality, Boys who act in ways that are associated with femininity and girls who act in ways that are associated with masculinity are at a high risk of becoming rejected, bullied or victimized. It is of great necessity for the secondary school teachers and relevant organization to take initiatives to develop strategies that specifically support gender-atypical students because primary and secondary schools have previously been more traditional and resistant to social change and students at that age are more likely to reinforce the patriarchal social system and conventional gender norms. To buffer the victimization and distress gender-atypical youngsters encounter in their lives and help them develop into healthy adults with self-love and self-acceptance, secondary school teachers should reform teaching practices and programming decisions to establish a supportive and inclusive school environment and apply what they have learned about gender disparities and gender norms into practice to encourage their students to embrace a positive view on heterogeneity and diversity. Moreover, knowledge about homosexuality should be popularized to abate the negativity of homophobia.

Keywords:

gender-atypical, secondary school teachers, gender norms, gender awareness, strategies

Yang,Z. (2023). Secondary School Teachers’ Teaching Strategies Toward Gender-atypical Students. Lecture Notes in Education Psychology and Public Media,13,264-269.
Export citation

References

[1]. Young, R. and Sweeting, H. (2004) Adolescent Bullying, Relationships, Psychological Well-Being, and Gender-Atypical Behavior: A Gender Diagnosticity Approach. Sex Roles, 50, 525–537.

[2]. Williams, D. G. (1985) Gender, masculinity-femininity, and emotional intimacy in same-sex friendship. Sex Roles, 12, 587–600.

[3]. Koenig, A. M. (2018) Comparing Prescriptive and Descriptive Gender Stereotypes about children, adults, and the Elderly. Frontiers in Psychology, 9, 1086.

[4]. Ellemers, N. (2018) Gender stereotypes. Annual review of psychology, 69, 275-298.

[5]. LEBOVITZ, P. S. (1972) Feminine Behavior in Boys: Aspects of Its Outcome. American Journal of Psychiatry, 128, 1283–1289.

[6]. Grossman, A. H., D’augelli, A. R. and Salter, N. P. (2006) Male-to-Female Transgender Youth. Journal of GLBT Family Studies, 2, 71–92.

[7]. Rankin, S. and Beemyn, G. (2012) Beyond a binary: The lives of gender-nonconforming youth. About Campus, 17, 2–10.

[8]. Brooks, F. L. (2000) Beneath Contempt. Journal of Gay and Lesbian Social Services, 12, 107–115.

[9]. Cowie, H. (2000) Bystanding or standing by: Gender issues in coping with bullying in English schools. Aggressive Behavior, 26, 85–97.

[10]. Anagnostopoulos, D., Buchanan, N. T., Pereira, C. and Lichty, L. F. (2008) School Staff Responses to Gender-Based Bullying as Moral Interpretation. Educational Policy, 23, 519–553.

[11]. Kollmayer, M., Schober, B. and Spiel, C. (2018) Gender stereotypes in education: Development, consequences, and interventions. European Journal of Developmental Psychology, 15, 361–377.

[12]. Thornberg, R. (2010) Schoolchildren’s social representations on bullying causes. Psychology in the Schools, 47, 311-327.

[13]. DeRosier, M. E. and Mercer, S. H. (2009) Perceived behavioral atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46, 375–387.

[14]. Brewer, M. B. (2007) The importance of being we: Human nature and intergroup relations. American Psychologist, 62, 728–738.

[15]. Sultana, A. (2012) Patriarchy and women’s subordination: A theoretical analysis. Arts Faculty Journal, 4, 1–18.

[16]. Lyonga, F. (2021) Shades of homophobia: A framework for analyzing negative attitudes toward homosexuality. Journal of homosexuality, 68, 1664-1684.

[17]. Martin, C. L. and Ruble, D. N. (2010) Patterns of Gender Development. Annual Review of Psychology, 61, 353–381.

Cite this article

Yang,Z. (2023). Secondary School Teachers’ Teaching Strategies Toward Gender-atypical Students. Lecture Notes in Education Psychology and Public Media,13,264-269.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-051-6(Print) / 978-1-83558-052-3(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.13
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Young, R. and Sweeting, H. (2004) Adolescent Bullying, Relationships, Psychological Well-Being, and Gender-Atypical Behavior: A Gender Diagnosticity Approach. Sex Roles, 50, 525–537.

[2]. Williams, D. G. (1985) Gender, masculinity-femininity, and emotional intimacy in same-sex friendship. Sex Roles, 12, 587–600.

[3]. Koenig, A. M. (2018) Comparing Prescriptive and Descriptive Gender Stereotypes about children, adults, and the Elderly. Frontiers in Psychology, 9, 1086.

[4]. Ellemers, N. (2018) Gender stereotypes. Annual review of psychology, 69, 275-298.

[5]. LEBOVITZ, P. S. (1972) Feminine Behavior in Boys: Aspects of Its Outcome. American Journal of Psychiatry, 128, 1283–1289.

[6]. Grossman, A. H., D’augelli, A. R. and Salter, N. P. (2006) Male-to-Female Transgender Youth. Journal of GLBT Family Studies, 2, 71–92.

[7]. Rankin, S. and Beemyn, G. (2012) Beyond a binary: The lives of gender-nonconforming youth. About Campus, 17, 2–10.

[8]. Brooks, F. L. (2000) Beneath Contempt. Journal of Gay and Lesbian Social Services, 12, 107–115.

[9]. Cowie, H. (2000) Bystanding or standing by: Gender issues in coping with bullying in English schools. Aggressive Behavior, 26, 85–97.

[10]. Anagnostopoulos, D., Buchanan, N. T., Pereira, C. and Lichty, L. F. (2008) School Staff Responses to Gender-Based Bullying as Moral Interpretation. Educational Policy, 23, 519–553.

[11]. Kollmayer, M., Schober, B. and Spiel, C. (2018) Gender stereotypes in education: Development, consequences, and interventions. European Journal of Developmental Psychology, 15, 361–377.

[12]. Thornberg, R. (2010) Schoolchildren’s social representations on bullying causes. Psychology in the Schools, 47, 311-327.

[13]. DeRosier, M. E. and Mercer, S. H. (2009) Perceived behavioral atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46, 375–387.

[14]. Brewer, M. B. (2007) The importance of being we: Human nature and intergroup relations. American Psychologist, 62, 728–738.

[15]. Sultana, A. (2012) Patriarchy and women’s subordination: A theoretical analysis. Arts Faculty Journal, 4, 1–18.

[16]. Lyonga, F. (2021) Shades of homophobia: A framework for analyzing negative attitudes toward homosexuality. Journal of homosexuality, 68, 1664-1684.

[17]. Martin, C. L. and Ruble, D. N. (2010) Patterns of Gender Development. Annual Review of Psychology, 61, 353–381.

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.