© 2005, CARE USA. All rights reserved.

Experiences from PCTFI India

Teachers’ beliefs and practices?

Addressing gendered notions and perceptions of primary school teachers

EQUITY through CARE’s Education lens What is Equity

Inclusion of all children from mixed communities within school, reaching their families and communities and fostering inclusion

Why EquityInclusion may break away age-old traditions, practices & discrimination as children from different communities participate together in education.

A channel to foster integration within communities.

How

Reach out to the most excluded-social/gender

Strengthen quality components of the formal education system with this lens

create opportunities for girls to complete quality elementary education,

work with communities to help them demand and exercise their right to education

foster the critical link between education and development

Within the ‘Rights based’ approach and through integrated programming.

Changing gender norms core focus

Gradual shift towards more inclusive concept of ‘addressing gender through youth leadership’ (both

girls & boys )

Key barriers in achieving Equity: Gendered Perceptions and Stereotypes in communities Focus on Gender stereotypes: Traits considered Masculine

/Feminine ‘Masuclinity’ confused with ‘being dominant’; considered antonym for ‘being

helpful, sensitive, encouraging and flexible’

Eg. Women in leadership roles practicing dominance/aggression considered

empowered/masculine

Men and boys to ‘demonstrate masculine traits’ and Women to be soft and subjugated

Early socialization of girls within families prepares them to be

passive, meek and dependent Obedience, modestly, innocence , beauty : traits ‘valued’ for girls;

Boys encouraged to take initiatives, fight back , work independently;

Schools , media, culture reinforce stereotypes

Assumptions

•Non stereotypical traits can be fostered through activities at school level

•Enabling environment can be created by involving boys from early ages

•Sensitized and equipped teacher is a key player • Important to break teacher’s myths• Support through guided activities

•Monitoring and assessing interventions

•Approach addresses gender and equity issues in school/classroom

•Equity in classrooms impact positively on learning

Addressing barriers through Teacher development

A quasi experimental research based project

Aims at creating evidence base for most successful initiatives addressing girls marginalization in education

Testing ‘Teacher Development’ model to help bring positive changes in girls’ participation and achievements.

Testing what works: Building this approach in CARE’s Education intervention: PCTFI

PCTFI Intervention: a snapshot

Develop teachers’ capacity to use learner centered, gender sensitive pedagogies

Build confidence and leadership skills amongst children, especially girls through participatory and gender sensitive classroom practices

Strategy School based support, Monthly teachers’ meetings Annual teacher training

Coverage

60 teachers teaching grade 2 and 3 in 34 government primary

schools

2000 girls and boys in age group of 7-8 years.

Focus on mathematics and language teaching

32 ‘Control Schools’ in adjoining district Gonda

Setting the tone: Understanding teachers knowledge, approach on Gender

Low expectations from girls and all children from marginalized sections (90% )

Teachers Opined: boys may ‘work to earn a living’ engagement in home chores and marriage were fate accomplice

for girls can take some village based jobs ‘if their guardians’ agree’

No initiatives to encourage/ support shy inhibited children from the side of teachers

Strategy to address teachers’ attitudes and behaviour on leadership

Develop inclusive gender sensitive spaces for teacher-child interaction Forums for whole group learning: morning assemblies’

action songs, poems recitation, story telling, role play sessions focusing on shy/ inhibited children

interaction amongst boys and girls/ children from different castes

Inclusive and interactive classrooms: active methods of learning use of varied TLMs, small group activities, activities, role plays seating arrangement conducive to interaction/ discussion formative assessment in addition to summative assessment

Strategy to address teachers’ attitudes and behaviour on Equity….contd.

Teachers capacity building initiatives Reflective, open to multiple discussion and interpretation

Reflections on gender with teachers use non-stereotypical, positive images of women/ girls from textbooks to

reinforce positive gender norms;

Add exercises/ examples on positive gender images to supplement chapters

with inadequate representation of women/ girls

Introspect hidden feelings/ biases (focusing on girls/socially marginalized)

Use ‘inclusive, participatory and learner centered methods’ through ‘classroom

demonstration’

Changes perceived post inputs Methodology used for drawing inferences:

Teachers’ qualitative interviews ( 2010, 2011, 2012, 2013) with 60 teachers

from 34 treatment schools in Shravasti

Children’s quantitative survey questionnaire on 273 grade 2 and grade 3

students (2010, 2012)

Comparative analysis of teachers’ responses on feminine and masculine

qualities (60 teachers from PCTFI, 33 teachers non PCTFI schools)

Pre-test and post test tools used on PCTFI teachers during Gender

Workshop 2013.

Changing perceptions amongst PCTFI teachers

‘Best performing girls’ in their class may seek paid jobs/ employment after completing

education.

2010 Baseline: None for girls taking up any work beyond their families/village

10% teachers ready for village based volunteer work (health or preschool worker) if ‘guardians’ allow

90% felt that the best girls will only engage in home chores after school

2012 67% opined girls may take up jobs, also beyond their village

Jobs will commensurate with their talents/ qualities rather than those permitted by guardians

2013 83% teachers responded that after education girls will take up jobs either at the village level

or outside. The nature of jobs ranging from AWW/ANM/teacher to doctors/engineers/social workers.

Changing perceptions amongst PCTFI teachers

Seating arrangement In 2010: 50 out of 60 teachers for girls and boys to sit

separately in class; 2012: all teachers for mixed groups. 2013: all teachers prefer mixed groups. 95% teachers ensure

comfortable sitting arrangement of students

Opinion of Teachers (PCTFI and non PCTFI) on gender based qualities: PCTFI teachers less likely to link qualities with gender and

were more likely to perceive them neutrally.

Teachers’ Perception about ‘personality based variables’

Teacher Men/ Boys W/ Girls Both

Self dependent

PCTFI 18.2 6.0 75.8

Non-PCTFI 43.3 6.7 50.0

Effective communicator

PCTFI 03 15.3 81.7

Non-PCTFI 23.3 3.3 73.3

Hard working

PCTFI 0 9 91

Non-PCTFI 23. 17 60

Teachers’ Perceptions

Qualities to help both boys/girls lead happy/successful lives: PCTFI teachers: for non stereotypical and active qualities Non-PCTFI: stereotypical and compliant/adaptive qualities

Top 5 qualities (PCTFI) Top 5 qualities (non-PCTFI)

Quality % teachers Quality % teachers

Good Health 79% Obedience 80%

Diligence 73% Academic excellence 70%

Academic excellence 70% Content 60%

Assertiveness 58% Tolerance 57%

Aware of new opportunities 50% Sacrificing self interest 50%

Teachers’ Perceptions

PCTFI/non-PCTFI: qualities essential for boys:

Good health Being Diligent Being good in academics Being aware of new opportunities

Brave (PCTFI) Sports excellence (non-PCTFI)

Children’s Perceptions

Students' perceptionTime 1 Time 3"Always" confident when teacher ask

questionsOverall 19% 29%Boys 14% 29%Girls 21% 27%

Who is good at school?  Boys 31% 18%Girls 18% 18%Both 51% 64%

Who is intelligent?  Boys 32% 17%Girls 19% 19%Both 49% 64%

Who is able to speak up when they know answer?  

Boys 31% 23%Girls  14% 16%Both 55% 61%

•Positive progression from time 1 to time 3

•More androgynous answers

•Being intelligent, confident, good not confined to boys or girls…..

Positive impact on learning

Grade 2 Mathematics Mean Scores

Boys Girls Significant difference

2010 4.43 2.49 Boys perform better that girls, diff significant as per ANOVA test result

2011 6.87 4.47 Boys perform better that girls, diff significant as per ANOVA test result

2012 7.46 5.00 Boys perform better that girls, diff significant as per ANOVA test result

2013 7.13 8.3 Girls have out-shown boys. Girls regular attendance & intensive focus on gender has yielded positive result

Students’ achievements have been low in general and they have been lower for girls due to marginalisation, low expectations…. Each year improvement in mean scores for both groups

Grade 2 lang Mean Score

Boys Girls Significant difference

Time 1 6.71 5.46 No statistical difference between boys and girls

Time 2 10.44 8.2 Boys perform statistically better

Time 3 11.01 9.42 Boys perform statistically better

Assessing the assumptions

•Non stereotypical traits can be fostered through activities at school level: morning assembly, classroom processes, sports, cultural activities…..

•Enabling environment can be created by involving boys from early ages: boys more sensitive, acceptable, working with girls on non-stereotypical chores, ….

•Sensitized and equipped teacher is a key player •Important to break teacher’s myths•Support through guided activities•Monitoring and assessing interventions….getting proved…

•Approach addresses gender and equity issues in school/classroom…..equity and gender sensitive classrooms

•Equity in classrooms impacts positively on learning•Assessments showing improvement over the years

Changes in perception is an iterative process

Changes in perception may take time to translate into changes in practice

Changes in perception impacts positively on performance

Thank You