Sexism in schools: Commissioner finds classroom gender stereotypes reminiscent of the 1970s

New findings have revealed startlingly sexist attitudes remain in SA’s schools, as kids expose behaviour experts hoped had become a relic of the past.

Year 12 students Maisie Aitken and Rylan Ford. Picture: Naomi Jellicoe

“Shocking” levels of sexism and gender stereotyping remain rampant in South Australian schools in 2022, according to the state’s Commissioner for Children and Young People.

Commissioner Helen Connolly says some of the views shared with her by youngsters for a new report on the topic were “distressingly familiar to what you would hear in 1975”.

Ms Connolly said the study by her office, involving interviews with hundreds of schoolchildren aged 11 to 19, reveals sexism and gender stereotyping remains prevalent in modern classrooms.

Young teens report name-calling in the schoolyard including insults such as “fat bitch”, “faggott” and “pussy”, as well as girls being “cat-called” and urged to “flash us something”.

Children also told her of the contrasting pressures and expectations for girls “to get married” and boys “to have a successful career”.

The report comes after the issue exploded last year when at least 100 Adelaide High School students walked out of class to protest over what they called the “toxic sexist culture” at the school, including vile verbal sexual harassment from boys against girls.

“Children and young people described many examples of sexism and gender stereotypes being used within classroom settings, starting early in their school years,” Ms Connolly said.

“Disapproval of relationships between genders is at the core of (many) insults, and it is quite common for boys to call other boys a ‘simp’ if he is too nice to a girl, or ‘gay’ if he hangs out with girls instead of boys.

“(Boys) described bullying that has the most impact on them as that which questions their sex and masculinity ... the most common and hurtful insults being when they’re called a ‘pussy’ or a ‘faggot’ by other young men.”

Girls shared concerns over bullying and image-based abuse, sexual violence and harassment at high school.

“(Girls) described the pressure they get to send ‘sexts’ to boys as constant,” she said.

“They also said they don’t know how to deal with this behaviour and that they are scared and embarrassed by it.”

Ms Connolly said teachers getting messaging wrong on gendered roles and the differences between males and females was mostly unintentional, it was nevertheless powerful, especially when reinforced by parents and society more broadly outside of school.

“Girls explained how teachers use female students to moderate and monitor the behaviour of boys. They also spoke about teachers building tension between children of different genders

by extolling the virtues of girls to boys in the classroom,” she said.

“Boys reported that these actions only reinforced the view that they are inherently ‘naughty’ and less trustworthy than girls.”

Even something as seemingly mundane as a teacher asking for “big strong boys” to help move furniture could be problematic, she said.

As one of three recommendations, Ms Connolly has called for pre-service and practising teachers to receive ongoing training on prevention of sexism, sexual harassment, and stereotyping in the classroom.

UniSA education researcher and tutor Sarah McDonald, a former schoolteacher who now works with pre-service teachers, agreed there was need for greater awareness of the impact of gender stereotyping in schools – including at a subconscious level.

“A lot of the stereotypes that still exist play out in ways that aren’t always obvious to the general public, or even teachers,” she said.

“Lots of things have changed in school in relation to gender but lots have stayed the same as well (and) if we are not addressing stereotypeswe are continuing to reinforce them.

“One of the difficulties for teachers, especially pre-service teachers, is there are such strong attitudes in terms of society around how girls behave and how boys behave. Stereotypes can be really reinforced through the education system (and) if we are not addressing them, we are continuing to reinforce over and over again.

“For example, there are a lot of stereotypes around how girls just get on with it, work really hard, are really smart. They really feel these stereotypes and assumptions about them and so have these expectations of themselves to be ‘the perfect girl’ which can create a lot of stress and anxiety.”

But is it really such an issue for a teacher to ask for help from “big strong boys”?

“It makes assumptions around who is strong and who is not,” Dr McDonald said.

“Not all boys are big and strong but I do think we push an idea that to be a successful boy, or to be masculine, that you should be big and you should be strong.

“You have to think about the messages it sends to those boys who aren’t big, who aren’t strong, or for girls who are.

“I don’t think any teacher should be teaching based on a student’s particular gender but on the learning needs of that particular student. You are going to miss so much in terms of how a student learns if your focus is on their gender rather than them as an individual.”

Associate Professor Kerry Bissaker from Flinders University added: “Teachers, from early childhood to secondary education, need to have confidence to use their knowledge and awareness of these issues to help make classrooms a more inclusive place.”

It’s a message echod by equality advocates and former Adelaide High students from the class of 2021 Martha Trayans and Anna McGrath, both 18.

“A whole-school approach to education removes the stereotypes, preconceived ideas and ignorance that perpetuate discrimination and in turn, student discomfort,” Anna said.

Martha added: “Comfort in the classroom requires respect from others, regardless of religion, sexuality, race or upbringing.”