Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School

Despite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancy-value model, this study describes the...

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Autores:
Cárcamo, Carolina
Moreno, Amparo
del Barrio, Cristina
Tipo de recurso:
Fecha de publicación:
2021
Institución:
Universidad Tecnológica de Bolívar
Repositorio:
Repositorio Institucional UTB
Idioma:
eng
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oai:repositorio.utb.edu.co:20.500.12585/12221
Acceso en línea:
https://hdl.handle.net/20.500.12585/12221
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Palabra clave:
Gender Stereotypes;
Preschool Children;
Group Norm
LEMB
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openAccess
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.title.spa.fl_str_mv Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
title Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
spellingShingle Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
Gender Stereotypes;
Preschool Children;
Group Norm
LEMB
title_short Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
title_full Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
title_fullStr Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
title_full_unstemmed Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
title_sort Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
dc.creator.fl_str_mv Cárcamo, Carolina
Moreno, Amparo
del Barrio, Cristina
dc.contributor.author.none.fl_str_mv Cárcamo, Carolina
Moreno, Amparo
del Barrio, Cristina
dc.subject.keywords.spa.fl_str_mv Gender Stereotypes;
Preschool Children;
Group Norm
topic Gender Stereotypes;
Preschool Children;
Group Norm
LEMB
dc.subject.armarc.none.fl_str_mv LEMB
description Despite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancy-value model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th- and 5th-year pupils (8–10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men’s sport, while skating, handball and volleyball are perceived as women’s sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education. © 2020, Springer Nature Switzerland AG.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021
dc.date.accessioned.none.fl_str_mv 2023-07-19T21:23:13Z
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spelling Cárcamo, Carolina1e7ac331-ea76-4126-8d76-05076de28c19Moreno, Amparoa16932da-1a98-4017-8418-5bd99dea6e27del Barrio, Cristina9049085e-a0fa-48ab-b604-e25d6522977a2023-07-19T21:23:13Z2023-07-19T21:23:13Z20212023https://hdl.handle.net/20.500.12585/12221https://scopus.utb.elogim.com/record/display.uri?eid=2-s2.0-85100735074&origin=resultslist&sort=plf-f&src=s&sid=3ef397c173563e2985c065fe1726f207&sot=b&sdt=b&s=TITLE-ABS-KEY%28Girls+Do+Not+Sweat%3A+the+Development+of+Gender+Stereotypes+in+Physical+Education+in+Primary+School%29&sl=112&sessionSearchId=3ef397c173563e2985c065fe1726f207Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarDespite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancy-value model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th- and 5th-year pupils (8–10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men’s sport, while skating, handball and volleyball are perceived as women’s sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education. © 2020, Springer Nature Switzerland AG.application/pdfenghttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Human ArenasGirls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary Schoolinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Gender Stereotypes;Preschool Children;Group NormLEMBCartagena de IndiasGuidelines for psychological practice with lesbian, gay, and bisexual clients (2012) American Psychologist, 67 (1), pp. 10-42. Cited 437 times. doi: 10.1037/a0024659 View at PublisherBargas, D.A., Ayoub, E., Assaritti, D.S., Scarazzatto, J., de Assis, M.D.P. Educação do corpo no ensino fundamental: Reflexões a partir do cotidiano de uma escola pública (2020) Revista Interinstitucional Artes de Educar, 6 (1), pp. 13-36.Bem, S.L. The measurement of psychological androgyny (1974) Journal of Consulting and Clinical Psychology, 42 (2), pp. 155-162. Cited 5534 times. doi: 10.1037/h0036215Bigler, R.S., Liben, L.S. Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice (2007) Current Directions in Psychological Science, 16 (3), pp. 162-166. Cited 524 times. doi: 10.1111/j.1467-8721.2007.00496.xBrinkman, B.G., Rabenstein, K.L., Rosén, L.A., Zimmerman, T.S. Children’s Gender Identity Development: The Dynamic Negotiation Process Between Conformity and Authenticity (2014) Youth and Society, 46 (6), pp. 835-852. Cited 11 times. http://www.sagepub.com doi: 10.1177/0044118X12455025Buser, T., Niederle, M., Oosterbeek, H. Gender, competitiveness, and career choices (2014) Quarterly Journal of Economics, 129 (3), pp. 1409-1447. Cited 353 times. http://www.oxfordjournals.org/our_journals/qje/ doi: 10.1093/qje/qju009Bussey, K., Bandura, A. Influence of gender constancy and social power on sex-linked modeling (1984) Journal of Personality and Social Psychology, 47 (6), pp. 1292-1302. Cited 227 times. doi: 10.1037/0022-3514.47.6.1292allahan, S., Nicholas, L. Dragon wings and butterfly wings: implicit gender binarism in early childhood (2019) Gender and Education, 31 (6), pp. 705-723. Cited 22 times. http://www.tandf.co.uk/journals/titles/09540253.asp doi: 10.1080/09540253.2018.1552361Cockburn, C., Clarke, G. "Everybody's looking at you!": Girls negotiating the "femininity deficit" they incur in physical education (2002) Women's Studies International Forum, 25 (6), pp. 651-665. Cited 129 times. www.elsevier.com/inca/publications/store/3/6/1/ doi: 10.1016/S0277-5395(02)00351-5Collins, P.H. Gender, Black Feminism, and Black Political Economy (2000) The Annals of the American Academy of Political and Social Science, 568 (1), pp. 41-53. Cited 418 times. doi: 10.1177/000271620056800105Daniels, E., Leaper, C. A longitudinal investigation of sport participation, peer acceptance, and self-esteem among adolescent girls and boys (2006) Sex Roles, 55 (11-12), pp. 875-880. Cited 92 times. doi: 10.1007/s11199-006-9138-4Eccles, J. Who am i and what am i going to do with my life? Personal and collective identities as motivators of action (2009) Educational Psychologist, 44 (2), pp. 78-89. Cited 831 times. doi: 10.1080/00461520902832368Eccles, J.S., Barber, B.L. Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? (1999) Journal of Adolescent Research, 14 (1), pp. 10-43. 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