Pathways to transform gender stereotypes: learnings from the Global Boyhood Initiative in the UK

• In Event: Promoting gender equitable values in schools in challenging digital and social contexts

Proposal

The vast gender socialization literature shows that harmful gender stereotypes negatively affect children. Many gender stereotypes restrict healthy ways of expressing emotions and establishing relationships, and are associated with lower wellbeing. They also limit children’s ability to achieve their full potential by restricting their skills and school subjects/occupational choices. Childhood is therefore a prime opportunity to challenge gender stereotypes and internalize equitable, healthy norms. Studies show that with evidence-based curricula, educators can play a positive role in promoting healthy and equitable gender norms. This abstract presents the learnings from the Global Boyhood Initiative (GBI). Coordinated by Equimundo, GBI seeks to guide children and adults with the resources and skills they need to raise and coach children to (a) share emotions in healthy ways, (b) accept and connect with others, (c) stand up and speak out against bullying and inequality, and (d) break free from stereotypes.
Under GBI, Equimundo conducted interviews and FGDs to investigate how gender stereotypes are understood among teachers, parents, and children in schools in London, UK. We found that gendered dimensions around children’s friendship groups, play activities, and emotional expression are complex and need more unpacking. Additionally, several parents shared concerns about their son’s online engagement in their leisure time and felt that communicating about feelings was particularly necessary for boys. In 2022, Equimundo piloted a gender-transformative school based curriculum in England and France. The evaluation in France showed that primary and middle school girls and primary school boys held significantly more equitable views after participating in the program. In the UK, the evaluation found that teachers valued the opportunity these lessons offered for children to reflect on gender issues. They were also interested in more training and suggested simple lessons for younger children. These findings have informed the creation of a curriculum to address gender stereotypes in schools.

Applying these learnings in the UK, with our partner, Lifting Limits, we have developed a curriculum called “Beyond Gender Stereotypes”, for children aged 7–11. The curriculum aims to increase awareness of the negative impact of gender stereotypes, develop skills to express emotions in healthy ways, develop caring friendships, and increase confidence to challenge gender stereotypes. The lessons are designed for delivery as part of Personal, Social, Health and Economic Education (PSHE). The curriculum is currently being piloted and will be rolled out in 40 primary schools in England between 2024-2026. This program also consists of a self-guided online learning course and guidance for schools to use with parents/carers. The final versions of the curriculum, guidance, and training materials will be freely available after the evaluation. Equimundo will be leading the evaluation. The evaluation consists of a quasi-experimental evaluation design with a pre- and post-test and a matched control group. The results of the first phase of the evaluation will be available in February 2025. This paper will share the findings from the first phase, based on data from surveys with children, feedback forms on lessons, FGDs with teachers and children, and KIIs with program implementers.

Authors

• Isha Bhatnagar, Equimundo

• David Bartlett, Equimundo

• Taveeshi Gupta, Equimundo

• Clara Alemann, Equimundo