Promoting gender equality in the classroom – active teaching and learning methods

The Swedish education system aims to provide equal opportunities for learning and development. However, research and government reports show that there is a need to actively promote gender equality in teaching and learning practices. The purpose of this systematic review is to compile practice-oriented education research that teachers and other school professionals can use to promote gender equality.

The review addresses the following research question:

What teaching methods can be used to help ensure that all students – regardless of gender – have equal opportunities and conditions for learning and development?

Results of the review

The overall results of the review show that active and deliberate work to promote gender equality in the classroom can contribute to equal opportunities for girls and boys, as well as to conditions conducive to their learning and development. The results are presented through four themes, focusing on how teaching is organised:

• Give students the opportunity to examine gender stereotypes.
• Broaden students’ interests and knowledge.
• Strengthen students’ self-image and self-confidence.
• Create structures for students’ work processes.

Give students the opportunity to examine gender stereotypes

By allowing students to examine gender stereotypes, such as those found in the media and advertising, students can increase their understanding of how these stereotypes affect their choices and those of others, regarding study choices, professions, and interests, today and in the future. Studies included in the review highlight discussions – whole class and small group discussions – as a teaching method. Teachers work with role plays, and use materials such as pictures, fiction, toys and other tools.

One important conclusion that can be drawn from these studies is that the teacher’s selection of varied materials, depicting both stereotypical and non-stereotypical representations to which students can easily relate, has a positive impact on the students’ performance.

Broaden students’ interests and knowledge

The review shows that offering students new perspectives on various professions and school subjects helps create equal opportunities for girls and boys to perform better. Students are encouraged to explore new interests through subject content or approaches that are not traditionally included in teaching. The review also shows the importance of broadening the students’ perspectives on future studies and careers, in a way that goes beyond gender-stereotyped choices. A varied physical learning environment also contributes to students retaining what they learn and gaining motivation which, in turn, can help reduce the gap between girls’ and boys’ interests, their motivation and performance, and their future career choices.

Strengthen students’ self-image and self-confidence

Some studies in the review emphasise the importance of challenging students to think in new ways about gender stereotypical ideas that relate to ability and skills. Teaching takes the form of discussions and exercises, with the teacher using different questions and messages that challenge these stereotypes. The teacher helps students to understand that skills and abilities are not related to gender, and that they can get better at a school subject through practice and effort. Giving students more influence over both content and organisation can also help strengthen their self-image and confidence.

The studies are based on stereotypical ideas about gender in relation to skills and abilities, ideas that have a negative impact on students’ self-image and self-confidence. Teachers must therefore provide support and conditions that help strengthen students’ self-image. However, they need to communicate clearly, so students understand they can improve in relation to their own abilities, not in comparison to other students.

Create structures for students’ work processes

If teachers structure the students’ learning processes and help them to organise their learning, students can improve their ability to perform and develop on an equal basis. Students become more aware of what is required from them if they are to achieve the objectives, and they can focus on their tasks. This is also important in counteracting restrictive norms, such as masculinity norms that prevent boys from performing at the same level as girls and which also negatively affect girls.

Active promotion of gender equality in the classroom

The studies in the review demonstrate that whether teaching builds upon discussions, working with a range of materials or changing the subject’s content and organisation, a deliberate and well-planned approach to gender equality in teaching and learning can benefit all students.

Some conclusions that can be drawn from this review demonstrate the importance of active gender equality work, in which the teacher

• reflects on their own preconceptions about gender and how this affects their teaching
• problematises and reflects on why girls and boys have different interests and how stereotypes influence their choices and preferences
• reflects on the way in which students can be involved in influencing learning and teaching and whether girls and boys have equal influence
• helps students organise their learning so they perform on an equal basis.

Selection of research

This systematic review summarises findings from 17 studies conducted in different countries. These examine teaching that aims to reduce gender differences in students’ interest, motivation or achievement in different subjects, or which challenge gender stereotypes in terms of interest and educational and career choices.

Several of the included studies are intervention studies that compare different teaching approaches. In these, researchers evaluate the students’ skills and abilities, or interests and motivation, before and after the implementation of a particular type of teaching method. Other studies are qualitative and aim to provide increased understanding of how a certain type of teaching method affects students’ learning and development. A few studies use both quantitative and qualitative research methods. The studies have all been published in peer-reviewed scientific journals and are assessed as being of good scholarly quality.

Project Group

External researchers

From the institute

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