Summary
This narrative review examines how preschool teachers' gender attitudes and stereotypes are transferred to children and examines their potential to constrain academic development, career aspirations, and social wellbeing. Drawing on a decade of prior research, the authors argue that gender-binary school cultures amplify bullying and reduce students' openness to diversity, and propose three typical classroom scenarios where teacher gender attitudes prove particularly influential. The paper concludes with pedagogical recommendations for fostering gender-neutral teaching practices.
UK applicability
The findings are broadly relevant to UK early-years and primary education policy, particularly given current guidance on inclusive, gender-balanced pedagogy in schools. However, the abstract does not specify whether the literature reviewed included UK studies or how cultural context shapes implementation of gender-neutral approaches.
Key measures
Qualitative analysis of teacher gender attitudes; identification of pedagogical scenarios; synthesis of prior 10-year research on teacher stereotypes, student self-esteem, academic performance, and bullying behaviour
Outcomes reported
The study identifies three typical scenarios where teachers' gender attitudes influence student learning quality and provides pedagogical recommendations to avoid gender-stereotype concepts in classrooms. The research synthesises evidence on how gender-binary school cultures correlate with increased bullying and reduced openness to diversity in student relationships.
Topic tags
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