Gender stereotypes and educational aspirations among female teachers

Abstract

The study examined the influence of gender stereotypes on educational aspirations of female teachers in Butenga Sub County in Bukomansimbi district. A phenomenology Research design was adopted while executing the study. The respondents of the study were qualified female teachers. 02 were in management positions, 05 were secondary school teachers and another 05 were primary school teachers. In collecting data, the researcher used interview guides and Focus Group Discussion guides. The specific focus of the study was to examine the impact of traditional gender roles, occupational stereotypes and personality stereotypes on educational aspirations of female teachers. The findings indicated that female teachers‘ educational aspirations are affected both by traditional gender roles, occupational stereotypes and personality stereotypes. Traditional gender roles subject female teachers to nurturing and caregiving roles, they are often occupied with domestic chores and looking after children while others have developed low self-confidence and self-doubt in themselves whereas occupational stereotypes encourage discrimination in furthering educational aspirations, underrepresentation of female teachers in leadership positions which consequently lead to lack of role models and personality stereotypes subject female teachers to the feel contented being in the classroom instructing learners and dealing with parents other than managing teams or taking up leadership roles.. The researcher therefore recommended that the government should enact and enforce gender equality laws in the education sector to ensure equal opportunities for professional development and leadership roles, policy makers should develop policies that mandate gender balance in hiring practices, promotions, and professional development, school administrators should ensure that evaluation and promotion processes are transparent and free from gender bias and female teachers should build and participate in professional networks and mentoring programs that support their career development and educational aspirations.