Catalysts for change or keepers of tradition? How school environments influence gender dynamics and impact education outcomes

Group Submission Type: Formal Panel Session

Proposal

While academic curricula and accompanying teaching methods are central to learning and progression, the ways in which schools – through teachers, policies, technologies, etc. – shape attitudes, norms, and social identities also play a critical role in determining education and broader life outcomes. This panel will examine new evidence on how social environments within schools influence both the academic and non-academic development of students, highlighting whether these environments – by reinforcing or challenging societal norms around gender, identity, and inequality – impact learning, educational attainment, and economic outcomes.

Schools are not just institutions for academic learning; they are also institutions of socialization of young people. The classroom environment, teacher attitudes, access to digital technology, and peer interactions can significantly shape a student’s worldview, self-identity, and understanding of societal roles. These factors can contribute as much to long-term life outcomes as the academic subjects students are taught. For example, the ways in which teachers convey expectations – either directly or indirectly – about gender roles or social class may influence students' aspirations and future opportunities. Similarly, norms of discipline and authority within schools can normalize the use of violence and reinforce hierarchies.

One key area of focus in this session is the role of gender in the classroom. Schools often serve as key agents in reinforcing or contesting gender norms, and these norms may profoundly affect educational outcomes. Teachers’ expectations for boys and girls may differ, influencing how students view their own capabilities and aspirations. Moreover, the broader school environment, including peer interactions (in both physical and digital spaces) and institutional practices, can either perpetuate or challenge existing gender inequalities. In many contexts, girls face entrenched gender norms that limit their participation and performance in certain subjects, particularly in STEM fields and tech-based employment. By examining how schools serve as sites for reinforcement or transformation of gender norms, this panel aims to contribute to a greater understanding of how gender affects education.

Another theme in this session is the role of social identity for education outcomes. This is important because schools that promote an inclusive and supportive environment may help students from marginalized groups to overcome social barriers and succeed academically. On the other hand, schools that perpetuate stereotypes and inequalities may exacerbate existing disparities, leading to worse outcomes for these students. This panel will explore how educational policies and practices can either mitigate or reinforce social divisions, with important implications for long-term educational equity.

The session also considers the role of disciplinary practices in shaping educational experiences and outcomes. In many contexts, corporal punishment and other harsh disciplinary measures remain common, despite policies that forbid its use. By examining the ways in which schools enforce discipline, this panel aims to contribute to a better understanding of how authority and control are exercised in educational settings and how these practices affect students' academic and non-academic outcomes. The discussion will also highlight the potential of interventions to reduce the negative impacts of harsh disciplinary practices.

This panel brings together four papers that contribute to these themes by offering diverse empirical evidence from different geographic and cultural contexts:

1. "Does socially constructed identity impact schooling outcomes? A novel analysis in South Africa" examines the ways in which social identities (as reflected in students’ social media and yearbooks) affect high-stakes academic and life outcomes, offering new insights into the role of identity in education.

2. "Gendered school environment and impact on learning in India" explores how gendered and hierarchical school environments affect girls’ literacy and numeracy skills, highlighting the need for interventions that promote gender equity in the classroom.

3. "Impact of corporal punishment on learning and the ameliorating effects of the GirlsRead! intervention" investigates how corporal punishment affects girls’ learning outcomes in Zambia and assesses the mitigating effects of an innovative educational intervention which included provision of e-readers and e-books.

4. "Gender in the education system: Civil society and government collaboration in Guatemala" discusses the collaboration between civil society and the government in Guatemala to increase access to education for indigenous girls.

These papers collectively underscore the importance of understanding that schools shape academic achievement not just through lessons in reading, math, and science, but through the gendered and hierarchical environments schools create through myriad ways. The session will offer critical insights for educators, policymakers, and researchers seeking to promote more equitable and transformative educational environments.

Sub Unit

• Gender Justice SIG

Organizer

• Meredith Kozak, Population Council

Chair

• Arindam Nandi, Population Council

Individual Presentations

• Does socially constructed identity impact schooling outcomes? A novel analysis in South Africa - Allegra Cockburn, Population Council

• Gendered school environment and impact on learning in India - K G Santhya, Consultant; Nicole Haberland, Population Council

• Impact of corporal punishment on learning and the ameliorating effects of the GirlsRead! intervention - Nachela Chelwa, Population Council; Nicole Haberland, Population Council; Erica Soler-Hampejsek

• Gender in the education system: Civil society and government collaboration in Guatemala - Elizabeth Vasquez, Asociación Red de Mujeres Indígenas Abriendo Oportunidades Aq'ab'al ONG (REDMI)

Discussant

• Meera Pathmarajah, Echidna Giving