Elsa O’Brien López

The more we embrace the idea that gender roles are not fixed, the less we will be bound by the stereotypes associated with them. By challenging traditional gendered expectations, we can create more inclusive environments

We Learn Gendered Language When We Are Young

Gender shapes not only how we interact with others but also the way we use language. From a young age, children are socialized into gender roles that influence their speech patterns, conversational turn-taking, and behavior in social settings. Research shows that this early conditioning leads to significant differences in how boys and girls communicate. Boys tend to be more outspoken, assertive, and take longer turns in conversations, while girls often learn to be more reserved, take fewer turns, and are generally more polite in their speech. This pattern of gendered communication continues into adulthood, influencing dynamics in professional and personal interactions.

A study by Don H. Zimmerman and Candace West revealed the striking differences in conversational behavior between men and women. In mixed-gender conversations, women are interrupted only 4% of the time, while men interrupt women 96% of the time. This stark contrast illustrates how societal norms and expectations shape conversational dynamics.

Joan Swann’s research highlights the distinction in communication styles between boys and girls, particularly in the classroom. Girls’ speech is often characterized as “cooperative,” while boys’ speech tends to be more “competitive,” reflecting broader gender expectations in society.

Modern research increasingly views gender as a social construct. This perspective suggests that rather than being biologically determined, gender is something we perform and reinforce through our actions and language. The more we embrace the idea that gender roles are not fixed, the less we will be bound by the stereotypes associated with them. By challenging traditional gendered expectations, we can create more inclusive environments that encourage equal participation and diverse expressions of identity.

Gender Differences in the Classroom

Teachers play a crucial role in reinforcing gendered language and communication patterns, often without even realizing it. Joan Swann’s research underscores how the dynamics in the classroom often reflect gender biases. For instance, teachers tend to ask boys more questions than girls, give boys more opportunities to take turns, and allow them to hold the conversational floor for longer periods. Boys are also more likely to interrupt their classmates during discussions. However, most teachers are not consciously perpetuating these gendered behaviors. According to Alison Kelly’s study on teacher-pupil interactions, many teachers were unaware of how they allowed boys to dominate in mixed classrooms, with most teachers in the sample disagreeing with the statement that boys are given more space to dominate.

This unconscious bias can be especially problematic because it shapes children’s communication habits, potentially limiting girls’ opportunities to speak up, assert themselves, or engage with their peers in the same way boys do. These biases also extend beyond the classroom into wider society, where women and girls may feel less confident in expressing their opinions or participating in discussions, especially in male-dominated spaces.

Addressing Unconscious Gender Bias

As educators, it’s important to reflect on our own unconscious gender biases and how they may influence our interactions with students. Recognizing that we all have biases, regardless of our best intentions, is a critical step in creating a more equitable learning environment. Before providing feedback to students, educators should pause and consider their expectations.

What assumptions might we be making based on a student’s gender? Are our expectations for girls and boys shaped by societal stereotypes? For example, we may unconsciously expect boys to take more risks or be more assertive in their speech, while expecting girls to be more polite or demure. Reflecting on these biases can help ensure that we provide all students with the same opportunities for growth, regardless of their gender.

To reduce the impact of gender bias in teaching, educators can take specific actions. For instance, consciously ensuring that both girls and boys have equal opportunities to answer questions and participate in discussions can help level the playing field. Teachers should also be mindful of how they praise or critique students, as gendered praise can further perpetuate stereotypes (e.g., praising girls for being “nice” and boys for being “strong”).

Fostering Conversations About Gender Bias

Discussing unconscious gender bias with fellow teachers is an effective way to raise awareness and create lasting change. Educators can share experiences and strategies for addressing gender bias within their schools or professional networks. Teachers who have taken on roles focused on equality, diversity, and inclusion can be a valuable resource. These educators may have experience working on gender-related issues, whether through writing about the topic, presenting workshops, or engaging in research. By learning from teachers who are actively working to challenge gender stereotypes, others can build their knowledge and refine their teaching practices.

Peer-observation is another helpful tool. Observing colleagues who are skilled in managing gender dynamics in the classroom can provide insight into best practices. Teachers can observe how these educators encourage equal participation, manage turn-taking, and create an environment where all students feel heard and valued.

Creating More Inclusive Classrooms

The goal of addressing unconscious gender bias is to create an inclusive and supportive classroom environment where every student can thrive, regardless of gender. By being more mindful of how we interact with students, the language we use, and the expectations we hold, we can help break down the barriers that limit students’ potential. It’s not just about being fair—it’s about creating a learning space where all students feel empowered to speak up, express their opinions, and engage with the world around them.

Teachers who are aware of gendered communication patterns and work to address them can contribute to a more equitable educational experience for all students. By continuing to learn and grow in our understanding of gender and language, educators can help ensure that every student, regardless of gender, has an equal opportunity to succeed.

Are there unconscious gender bias in your classroom? Use this checklist to find out: Gender bias in the classroom checklist.